Wide spread development of, and access to, new technologies is responsible for the emergence of a global tertiary learning environment where institutions rapidly become more and more integrated - irrespective of locality. It has been argued that the development of this ‘global university’ is not merely the result of the current shift towards globalization, but more importantly, it is contributing to it. (Singh & Doherty, 2004)
In this restructured learning landscape, instructions are being required to increase their diversity of approach so as to more efficiently integrate. In addition to this, cultures themselves are being required to reevaluate their traditions and become more open to different ways of thinking, and more importantly, learning. This involves teachers broadening their understanding of cultural diversity, as well as acquiring new skills in educational design and online teaching and learning.
Curran (2004) argues in his article ‘Strategies for E-Learning in Universities’ there should be three common objectives for any modern learning environment; widening access to educational opportunity; enhancing the quality of learning; and reducing the cost of higher education. Curran further suggests that e-learning courses are implicitly compatible, arguing that the complementary nature of global E-learning is something that should be encouraged rather than feared. A global university must now be characterised by its engagement of the processes of globalisation.
The field of global education has developed significantly in recent years. Recent developments in information and communication technologies incorporate knowledge production and exchange in ways that defy traditional disciplinary and spatial boundaries. This has resulted in a major shift towards international integration of products and markets. The modern global landscape is also characterised by a changing global knowledge economy. This has lead to a vast increase in the amount of knowledge; an increased importance of knowledge; an increase in the number of centres of knowledge creation; and a subsequent increase in the number of students. (Rizvi, 2001)
The Global University is a revolution driven by mass demand and the necessity for continuing professional education in a global knowledge economy. The consequence of revolutionary information technologies and telecommunications, contemporary higher education revolution must be built on visionary thinking, planning and entrepreneurship.
Curran, C. (2004) “Strategies for E-Learning in Universities�? Centre for Studies in Higher Education. University of California.
Singh, P & Doherty, C. (2004) “Global Cultural Flows and Pedagogic Dilemmas: Teaching in the Global University Contact Zone�?, TESOL Quarterly, 38(1) pp 9-42.
Rizvi, F (2001) “Internationalisation of Curriculum�?, retrieved 20/10/05 from http://www.eotu.uiuc.edu/events/RIZVIPaperInternatRMIT.pdf
Greg David Toolen 11:55, 28 Oct 2005 (EST)
