Wonder or Wander

King, Roger. (2004). In King. (Ed.), The University in the Global Age. pp.45-66. NY: Palgrave MacMillan Globalization, as a process destined to move toward global age or global society, is being adapted to local cultures and structures rather than bringing standards. While internationalism generally emphasizes cross-border exchange of knowledge and people for public goods, the recent notion of borderless education tints the internationalism with a commercial force. However, university system remains the least globalized sector nowadays . The globalization practically refers to increasing worldwide integration of economies driven by liberal capitalism and is deployed in a complicated way in the higher education system. Globalization is best considered as a compression of time and space (Harvey, 1989; Scholte, 2000; p.50) and rationalism in knowlede production system facilitates globalization because both intrinsically proclaim to produce universally objective truth. " Rationalist,...

Altbach, Philip. (1998). Greenwich, CT: Ablex Publishing. The university has been always a global institution since the medieval period (all the modern universities stem from the European model in the medieval epoch and the universities in the medieval were more international and taught in Latin students all around Europe until nationalism swept around the continent in the 19th century. p. xviii), and now with the global economy and communication technology advance, increasing internationalism among universities has become a main operating engine of knowledge based society and created an international knowledge system. (However, access to knowledge is limited by the availability of resources, such as books and the Internet.) Market forces--ideas are as important as products--of the institutions of industrialized nations and local demands--academic degrees from the 'center' is useful at the 'periphery'-- of developing nations have pushed greater internationalism in high...

Henry Giroux. (1999). Fastback series. Phi Delta Kappa International. Giroux affirms that the commercial power suffocates higher/public education by measuring the knowledge produced in the process of education as a commodity to sell. According to him, corporations, which have the fundamental standpoint that knowledge is capital to invest, instrumentalize knowledge by selecting higher education research projects/models based on the profits they would bring, and this practice reflects the ever-creeping perspective that education is a process of "vocationalization" and "subordination of learning to the dictates of the market" (p.16). He finds further evidence of the corporatization of knowledge in higher education in the way that government and educational institutions build their relationship with corporations: for example, corporate leaders often represent government or educational institutions in the media and persuade the purpose of higher/public education to the p...