Luc E. Weber and James J. Duderstadt (eds)
Economica, Glion colloquium Series No 5, London, Paris, Genève, 2008
The Glion VI Colloquium departed from its customary transatlantic dialogue by broadening participation, including university leaders from around the world representing 18 nations and five continents, to consider the globalization of higher education. The emergence of a global, knowledge-driven economy is driven by a radically new system for creating wealth that depends upon the creation and application of new knowledge and hence upon advanced education, research, innovation and entrepreneurial activities. Both mature and developing nations are making major investments in building the knowledge infrastructure – schools, universities, research institutes, high-tech industry, .cyberinfrastruc ture, public policies and programmes – necessary to achieve prosperity and security in the knowledge economy. In parallel with these trends, there is a strong sense that higher education is also in the early stages of globalization, both through the increasing mobility of students and faculty, and the rapid growth in international partnerships among universities. Sorne even conjecture that we will soon see the emergence oftruly global universities, which not only intend to compete in the global marketplace for students, faculty and resources, but also are increasingly willing to define their public purpose in terms of glob al needs such as public health, political, economic and environmental sustain ability, and international development.
The first part of this volume provides a context for the subsequent discussion of the impact of globalization on the university from the perspective of a universi ty leader (Deepak Nayyar), a foundation president (Carl Schramm) and an industry executive (Wayne Johnson). Part II considers the global strategies of established universities from several nations: the United States (Robert Berdahl), the United Kingdom (Howard Newby), Europe (Georg Winckler), Australia (John Niland), Japan (Yuko Harayama) and Russia (Vladimir Troyan). A quite different perspective is provided by the participants in the third part, which focuses on strategies for emerging universities and university sys tems in China (Jie Zhang), Singapore (Tony Tan), Korea (Nam Suh) and Brazil (Carlos de Brito Cruz). Part IV turns to a broader discussion of global compe tition and cooperation within the context of changing paradigms in higher edu cation, with participants from an unusually broad range of institutions including business schools (Peter Lorange), industry (Dennis Tsichritzis), scientific academies (James Duderstadt), open universities (Brenda Gourley) and tech nology institutes (Charles Vest, Patrick Aebischer and Jean-François Ricci). The final part examines the broader global responsibilities of higher education from the perspective of Europe (Luc Weber) the Middle East (John Waterbury) and the United States (Robert Zemsky and David Ward).