Globalization Of Higher Education: An Interpretation From The Perspective Of Glocalization

The late 20^th century has witnessed the rise of attention to and theoretical discussion on globalization in the field of higher education research. More discussions are focused on exploring the impacts on higher education from the political, economical and cultural dimensions of globalization, as well as analysis and interpretation of occurrence of globalization of higher education (GHE), rather than regarding globalization only as the background of higher education development.The Distinct paradox displayed in current worldwide higher education brings challenges towards present research in GHE. With more communication and cooperation in the world, higher education in various countries turns out to be both homogeneous and notable heterogeneous. In addition, views on higher education phenomena and development contain sharp contradictions and conflicts. Supporting voice as well as critics on GHE coexists. Meanwhile, local critics are in front of great dilemma. Since regarding globalization as westernization, local higher education should tries to escape from the total control of western higher education paradigm. But the pure, west-free construction and growth of local higher education can not be put into practice rather than an ideal theoretical point. All these above contradictions can be focused on one basic question. What on earth is GHE? From what perspective can we make a more effective and valid explanation of the contradictory reality of GHE? How could we make a better understanding of GHE so as to take advantage of rather than get rid of it in a simple way?The presence of these questions requires a strong interpretation of GHE from an appropriate theoretical tool and perspective, as well as makes an exploration of the dynamical factors driving GHE. On the basis of factor analysis, the specific occurrence of current GHE in phenomena and its contradictory features should be displayed. Then GHE should be valued and its growth root should be discussed. From the logic thread of 'theoretical framework - factor analysis - phenomenon review and feature analysis - value judgment', the thesis makes an attempt to interpret GHE in the perspective of glocalization.The introduction, Chapter One discusses the necessity to interpret GHE based on the review of current research in GHE, as well as explains some key concepts concerning GHE.Chapter Two explores the historical tradition of regarding the whole world as one, and points out that there are a variety of theories on globalization following the historical tradition. Among varies theories, this chapter emphases two mainstream theories, neo-liberalism theory and critical theory with their pertinence and weaknesses in the use of interpreting GHE. Based on which, the globalization theory from Roland Robertson as well as the concept of glocalization are used to establish the framework to make an interpretation of GHE.Chapter Three makes an analysis of the dynamics driving GHE from the perspective of glocalization. Four factors influencing GHE are discussed, which are market, supranational agencies, nation state, and inner logic of higher education. These dynamics have close relations with GHE and cause the homogeneous and heterogeneous of higher education as well.Chapter Four makes an exploration of the specific phenomenon of current GHE from the perspective of glocalization. From the three dimensions of consciousness, institution and curriculum, the phenomena and features of GHE since 1980's have been displayed. In the aspect of consciousness, global consciousness and local consciousness in higher education are both strengthened. In the aspect of institutional transition, higher education in various nation states has been more and more interrelated, thus displaying the features that homogeneity and heterogeneity coexist in paradox. In the aspect of curriculum, the knowledge system in higher education curricula has been integrating universal knowledge and particular knowledge together.Chapter Five values current GHE in phenomena. Current GHE has been valued in two ways. One is regarding GHE as a process with the penetration of market ideology, the other as an unbalanced process with dominating higher education controlling the whole higher education system as the academic centers. According to the metaphor of 'living home and going home', the thesis values the locality of GHE more important and put forwards some thinking on the growth road of GHE based on the value.