Comparative Higher Education
TPS1826H
Dr. Ruth Hayhoe
Office Rm 6-219
ruth.hayhoe@utoronto.ca
Sep. 13
Fall 2012
Thursdays 17:00-20:00
Room 8-220
Welcome & Introductions
Part A
Civilizational Perspectives on Higher Education
1. Sep. 20
Western Traditions of Higher Learning
2. Sep. 27
Asian and Middle Eastern Traditions of Higher Learning
Part B
Methodological Considerations in Comparative Higher Education
3. Oct. 4
Approaches from Comparative Education
4. Oct. 11
Approaches from Comparative Higher Education
Part C
Persistence and Change in the Development of Modern Universities
5. Oct. 18
Europe
Guest: Merli Tamtik
6. Oct. 25
Latin America
Guest: Patricia Gaviria,
7. Nov. 1
East Asia
8. Nov. 8
Middle East
Part D
Comparative Themes
9. Nov. 15 Governance (tentative)
10. Nov. 22 Students and Student Movements (tentative)
11. Nov. 29 The Professoriate (tentative)
Guest: George Fallis
Guest: Sam Mikhail
TPS1826 Fall 2012
Purpose and Approach:
This course was first developed in the mid-1980s to complement Comparative Education Theory and
Methodology (1825) by focusing on higher education within the frame of comparative education
theory and methodology. In 1992-3, after the collapse of the Soviet Union, and the emergence of a
literature around the dialogue/clash of civilizations, a group of graduate students worked with me to
re-think the course completely. We wanted to develop an approach to comparative higher education
that emphasised culture and civilization as the basic framework, rather than the modern political
economy. In 2004 and 2012, the course was again revised with student input to include new topics
that generated growing scholarship and to reflect the impact of globalization on higher education.
The course attempts to introduce three distinct bodies of literatures which can be drawn upon for
comparative higher education: 1) a classic historical literature, 2) the literature of comparative
education as it applies to higher education and social change, and 3) the specialist literature of
comparative higher education, which deals mainly with sociological, economic, and anthropological
aspects of higher education systems. The focus of the selected readings is on the works of scholars
who have had an enduring influence.
The course begins from a civilizational perspective by examining higher learning institutions in
different world civilizations in ancient times. It then turns to the great social change period that has
been termed "modernization" and introduces seminal work by comparative education scholars such
as Brian Holmes, George Bereday, and Philip Altbach. These scholars compared issues in higher
education using different methodologies. Next, the course highlights comparative higher education, a
more contemporary field with a shorter history than comparative education. Scholars such as Burton
Clark and Sheila Slaughter draw from sociology, anthropology, and political economy when
comparing different national higher education systems. The course then focuses on the development
of higher education in four world regions during the transition to modernity: Europe, Latin America,
East Asia, and the Middle East. In addition, we have included a recent book on the “Multiversity” by
York University professor George Fallis to enable us to be self-reflexive about the university model
we know best, as we develop a comparative understanding of higher education in other major world
regions.
The final part of the course deals with themes or issues in higher education which can be analysed
using some of the theoretical frameworks suggested in the literature. This final part of the course can
be adapted to students’ research interests. The three themes currently listed in the schedule are just
suggested themes. If students are passionate about other themes, we highly encourage them to take
the initiative and propose new themes and readings for these final three sessions (see Assignments).
Other themes identified by students in the past include feminist perspectives, equity issues,
alternatives to the university, and academic freedom.
The main purpose of the course is to acquaint students with the wealth of literature available for the
study of comparative higher education, and to assist them in developing an understanding of the
different types of literature and critical judgement for selecting material from the literature.
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Assignments:
Evaluation for the course is based on three assignments. The first assignment (15%) is a brief critical
summary of one article or book chapter dealing with traditional models of higher learning or
theoretical or conceptual issues in comparative higher education. The additional readings listed for
Sessions 1 to 4 are excellent pieces for review. Each student will briefly introduce and review an
article or book chapter orally in class and distribute a one-page written review. A final copy should
be submitted to the instructor by October 18.
A second short reflective paper (15%) should draw on selected literature (2-3 items) and focus on an
issue or theme that might be pursued in the final research paper. We will organise small groups
according to similarities in themes. A theme could be one of the suggested ones for the last three
sessions of the course or an entirely new theme that generates interests in the class. Students will
have some time in class to discuss shared research interests and plan for this second assignment as
groups. In addition to the individual reflective paper, each group should facilitate a class discussion
on the theme of interest and provide the class with a short bibliography of relevant resources. If you
select a new theme, please recommend two core readings to the class in advance. The individual
paper is due November 15.
The final paper (70%) is a research essay which analyzes an issue in higher education comparatively.
Comparisons need not necessarily be between countries, but the paper should connect to one or more
of the concepts, theories, or issues highlighted in the course. The length of the final paper should be
15-20 pages double-spaced. It will be due towards the end of December.
Core Reference Materials:
Forest, J., & Altbach, P. (2006). International Handbook of Higher Education, Parts One and Two.
Dordecht, Netherlands: Springer.
Hayhoe, R., & Pan, J. (2001). Knowledge Across Cultures: A Contribution to Dialogue Among
Civilizations. Hong Kong: Comparative Education Research Centre, University of Hong Kong.
Fallis, G. (2007). Multiversities, Ideas and Democracy. Toronto: University of Toronto Press.
Major Journals:
Comparative Education
Comparative Education Review
Higher Education: the international journal of higher education and educational planning
International Higher Education (newsletter from Boston College Higher Education Centre led by
Professor Philip Altbach)
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Access to Core Readings:
Students can access many of the core readings for each class session by logging into Blackboard
(https://portal.utoronto.ca/). Journal articles are presented as PDFs via the UT library’s database.
Core readings which are book chapters are not usually available online in digital formats. However,
the books containing these selected chapters have been placed on reserve at the OISE Library. Please
speak with a librarian at the front desk to access these reserved books to access these book chapters
(note: these books cannot be taken out of the library).
First Day (Sep. 13): Please read the following before class. A digital copy is available on
Blackboard.
Hayhoe, R., & Mundy, K. (2008). Introduction to Comparative and
International Education: Why Study Comparative Education? In K. Mundy, K.
Bickmore, R. Hayhoe, M. Madden, & K. Madjidi (Eds.), Comparative
Education: Issues for Teachers (Chp1 pp. 1-23). New York and Toronto:
Teachers College Press & Canadian Scholars Press.
Part A - Civilizational Perspectives on Higher Education
Session 1: Western Traditions of Higher Learning (Sep. 20)
Core Readings:

Rashdall, H. (1987). "What is a University?" Chapter One (pp. 1-24), Volume 1 of The
Universities of Europe in the Middle Ages. Oxford: Clarendon Press.

Holmes, B. (1981). “Ideal Typical Normative Models” Chapter 6 (pp. 111-132). In
Comparative Education: Some Considerations of Method. London: George Allen and
Unwin.

Fallis, G. (2007). “The Idea of a University” Chapter Two (pp. 17-47). In Multiversities,
Ideas, and Democracy. Toronto: University of Toronto Press.
Discussion Questions:
1. What does Rashdall see as the main characteristics of universities as they emerged in Europe? In
what ways did the Church, the guild and the monastery shape the medieval university in Europe
in distinctive ways?
2. According to Holmes, what factors must be considered when developing an ideal type for
research purposes? What does a researcher aim to achieve with the use of ideal types?
3. What are the four archetypes of a university which have contributed to the modern multiversity
according to Fallis? Among these archetypes, which one is more dominant at the institution you
study/work at? Which archetype is marginalized?
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Additional Readings:
Cobban, A.B., The Medieval Universities: Their Development and Organisation (London: Methuen,
1975).
Gabriel, Askiel, Garlandia: Studies in the History of the Medieval University, (Frankfurt am Main:
Josef Knecht, 1969).
Haskins, Charles Homer, The Rise of the University, (Ithaca, New York: Cornell University Press,
1965).
Kibre, Pearl, The Nations in the Medieval Universities, (Cambridge, Mass.: Medieval Academy of
America, 1948).
Kittleson, James and Transure, Pamela [eds.], Rebirth, Reform and Resilience: Universities in
Transition 1300-1700, (Columbus: Ohio State University Press, 1984).
*Le Than Khoi, "Towards a General Theory of Education," in Comparative Education Review, Vol.
30, No. 1, 1986, pp. 12-29.
Leff, Gordon, Paris and Oxford Univerities in the Thirteenth and Fourteenth Centuries: An
Institutional and Intellectual History (New York: John Wiley and Sons, 1968).
Merchant, Carolyn, The Death of Nature: Women, Ecology and the Scientific Revolution, (San
Francisco: Harper and Row, 1980).
*Noble, David, A World Without Women: The Christian Clerical Culture of Western Science (New
York: Alfred Knopf, 1992), Chapter Seven, pp. 138-160, and Epilogue, pp. 279-286.
Perkin, Harold, “History of Universities” in James Forest and Philip Altbach, International Handbook
of Higher Education, Parts One and Two (Dordecht, Netherlands: 2006), Part One, pp. 159-206.
Piltz, Anders, The World of Medieval Learning, (New Jersey: Barnes and Noble Books, 1981),
especially pp.81-149.
Rait, Robert, Life in the Medieval Universities, (Cambridge: Cambridge University Press, 1912).
*Schachner, N., The Medieval Universities (New York: A.S. Barnes and Co., 1962), especially
chapters V and VII.
Sterk, Andrea, Religion, Scholarship and Higher Education: Perspectives, Models and Future
Prospects (Notre Dame, Indiana: University of Notre Dame Press, 2002).
*Weber, Max, The Methodology of the Social Sciences (New York: Free Press, 1948), pp. 85-112.
[Weber’s explanation of the concept and use of ideal types]
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Woody, Thomas, Life and Education in Early Societies (New York: Hafner Publishing Co., 1970).
Session 2: Asian and Middle Eastern Traditions of Higher Learning (Sep. 27)
Core Readings:

Altekar, A. S. (1944). Education in Ancient India (Bansphatak, Varanasi: Nand Kisore and
Sons, 1944) Chapter V, pp. 105-125, Chapter IX, pp. 207-227.

Nakosteen, M. (1964). History of Islamic Origins of Western Education A.D. 800-1350.
Boulder, Colorado: University of Colorado Press. Chapter II, pp. 13-24, Chapter IX, pp.
179-195.

Kadi, W. (2006). Education in Islam: Myths and Truths. Comparative Education Review,
50(3), Special Issue on Islam and Education, 311-324.

Hayhoe, R. (2001). “Lessons from the Chinese Academy.” In R. Hayhoe & J. Pan (Eds.),
Knowledge Across Cultures: A Contribution to Dialogue among Civilizations. Hong Kong:
Comparative Education Research Centre, University of Hong Kong, pp. 323-347.
Discussion Questions:
1. What do we learn from Altekar about the ancient institutions of higher learning in India? What
subjects were studied and how broad was their influence? What was the experience of women in
ancient Indian education?
2. Nakosteen’s account of the Academy of Jundi-Shapur and the ways in which it prospered during
the early period of Islamic development provides a dynamic picture of early Islamic higher
education. What did you find most striking in this picture? What fields of knowledge were
particularly valuable to the European universities?
3. What do you see as the most significant differences between the core values and views of
knowledge in classical Chinese institutions of higher learning and the medieval universities of
Europe? How does an understanding of these differences help to explain the conflicts that have
arisen in the development of modern Chinese universities under Western influence? Can it be
helpful in anticipating the future?
4. Comparing madrasas to medieval universities in Europe, what are the most striking similarities
and differences to you? As European colonialism spread, what were the sweeping reforms that
defined the second stage of Islamic education according to Kadi?
Additional Readings:
*Altekar, A.S. "Childhood and Education," in The Position of Women in Hindu Civilization from
Prehistoric Times to the Present Day (Delhi: Motilal Banarsidass, 1962), pp. 1-28.
Berggren, Len, “Historical Reflections on Scientific Knowledge: The Case of Medieval Islam,” in
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Ruth Hayhoe and Julia Pan, Knowledge Across Cultures: A Contribution to Dialogue Among
Civilizations (Hong Kong: Comparative Education Research Centre, University of Hong Kong,
2001), pp. 127-138.
Bulliet, W., The Patricians of Nishapur: A Study in Medieval Islamic Social History (Cambridge,
Mass.: Harvard University Press, 1972).
Chang Chung-li, The Chinese Gentry: Studies in Their Role in the 19th Century Seattle, Washington:
University of Washington Press, 1955.
Guisso, Richard and Johannesen, Stanley Women in China: Current Directions in Historical
Scholarship (Lewiston, New York: The Edwin Mellen Press, 1981).
Halstead, J. Mark, “An Islamic concept of education,” Comparative Education Vol. 40, No. 4, Nov.
2004, pp. 517-529.
Hartnett, Richard, The Jixia Academy and the Birth of Higher Learning in China (Lewiston: The
Edwin Mellen Press, 2011).
*Hayhoe, Ruth, “Ideas of Higher Learning, East and West: Conflicting Values in the Development of
the Chinese University,” Minerva Vol. XXII, No. 4, Winter, 1994, pp. 361-382.
Herrera, Linda, “Education, Islam and Modernity: Beyond Westernization and Centralization,” Essay
review of three books, in Comparative Education Review Vol. 48, No. 3, August 2003, pp. 318-326.
*Hu, C.T., "The Historical Background: Examinations and Controls in pre-modern China,"
Comparative Education, Vol. 20, No. 1, 1984, pp. 7-26.
Ji, Shuli, “A Modern Interpretation of Sinic Science,” in Ruth Hayhoe and Julia Pan, Knowledge
Across Cultures: A Contribution to Dialogue Among Civilizations (Hong Kong: Comparative
Education Research Centre, University of Hong Kong, 2001), pp. 139-151.
Ko, Dorothy et al (eds.), Women and Confucian Culture in pre-modern China, Korea and Japan
(Berkeley: University of California Press, 2003).
Ko, Dorothy, Teachers of the Inner Chambers: Women and Culture in Seventeenth Century China
(Stanford: Stanford University Press, 1994).
Makdisi, George, The Rise of Colleges in Islam and the West (Edinburgh: Edinburgh University
Press, 1981).
Menzel, Joanna (ed.), The Chinese Civil Service? Career Open to Talent? (Boston: D.C. Heath and
Co., 1963).
Meskill, John, Academies in Ming China: A Historical Essay (Arizona: University of Arizona Press,
1982).
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Miyazaki, Ichisada, China's Examination Hell (New Haven and London: Yale University Press,
1981).
Needham, Joseph, The Shorter Science and Civilization in China (Cambridge: Cambridge University
Press, 1978).
Rajagopal, Pinayur, “Indian Mathematics and the West” in R. Hayhoe and J. Pan (eds), Knowledge
Across Cultures: A Contribution to Dialogue among Civilizations (Hong Kong: Comparative
Education Research Centre, University of Hong Kong, 2001), pp. ), pp. 113-125.
Rosenthal, Franz, Knowledge triumphant; the concept of knowledge in medieval Islam (Leiden:
E.J. Brill 1970).
*Stanton, Charles, Higher Learning in Islam: The Classical Period A.D. 700-1300 (Maryland:
Rowman and Little Publishers, 1990), “Introduction” (pp. ix-xiii) and Chapter 7 Formal Institutions
of Higher Education (pp. 21-52).
Suen, Hoi K. and Yu, Lan, “Chronic Consequences of High-Stakes Testing? Lessons from the
Chinese Civil Service Exam,” Comparative Education Review, Vol. 50, No. 1, 2006, pp. 46-65.
Talbani, Aziz, “Pedagogy, Power and Discourse” Transformation of Islamic Education,”
Comparative Education Review, Vol. 40, No. 1, February, 1996, pp. 66-82.
Teng Hsu-yu, "Chinese Influence in the Western Examination System", in Harvard Journal of Asiatic
Studies, Vol. 7, No. 4, 1942-43.
Tibawi, A. L. "Origin and Character of Al-Madrasseh," in A.L. Tibawi, Arabic and Islamic Themes
(London: Luzac and Co. Ltd., 1974).
*Weber, Max, "The Chinese Literati", in Gerth and Mills (ed.), From Max Weber: Essay in
Sociology (New York: Oxford University Press, 1946), pp.416-444.
Part B - Methodological Considerations in Comparative Higher Education
Session 3: Approaches from Comparative Education (Oct. 4)
Core Readings:

Bereday, G. (1973). Universities for All. San Francisco: Jossey Bass. Preface (vii-xiv),
chapter one (1-18) and chapter eight (131-145).

Holmes, B. (1972). "Universities, Higher Education and Society," in Brian Holmes and
David Scanlon (eds.), Higher Education in a Changing World. New York: Harcourt Brace
Jovanovich, Inc., pp. 1-12.
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
Altbach, P. (2001). Gigantic Peripheries: India and China in the International Knowledge
System. In R. Hayhoe & J. Pan (Eds.), Knowledge Across Cultures. Hong Kong:
Comparative Education Research Centre, University of Hong Kong, pp. 199-214.
Discussion Questions:
1. How far have Bereday's three theoretical conclusions about mass higher education been born out
in the experience of the many other nations that have moved to this phase since the early
seventies?
2. Consider how the first two readings by Holmes and Bereday exemplify hypothetico-deductive
and inductive method respectively in comparative education. What strengths and weaknesses do
these approaches have in dealing with issues concerning the modern university and the transition
from elite to mass higher education?
3. How would Holmes' approach help us to reflect on dimensions of societal culture and academic
tradition which may shape the transition to mass higher education differently in various
countries?
4. How does Altbach’s approach to comparative education differ from that of Holmes and Bereday?
What other issues in higher education can be compared using this approach? Altbach’s
assessment of China and India as “gigantic peripheries” was made in 2001. Do you think this
assessment is still accurate today?
Additional Readings:
Altbach, Philip, Kelly, David and Kluczynski, Jan, Higher Education in International Perspective: A
Survey and Bibliography, (London, New York: Mansell, 1985).
Altbach, Philip, The Knowledge Context, (New York: SUNY Press, 1987).
*Altbach, Philip, “Globalization and the University: Realities in an Unequal World,” in James Forest
and Philip Altbach, International Handbook of Higher Education, Part One (Dordecht, Netherlands:
2006), pp. 121-140.
Ashby, Eric, Universities: British, Indian, African, [London: Weidenfield and Nicolson, 1966].
Ben-David, Joseph, Centers of Learning, [New York: McGraw Hill Book Co., 1977].
Burns, Barbara, Higher Education in Nine Countries: A Comparative Study of Colleges and
Universities Abroad [New York: McGraw Hill, 1971].
Cerych, Ladislav, and Sabatier, Paul, Great Expectations and Mixed Performance: The
Implementation of Higher Education Reforms in Europe (London: Trentham Books, 1986).
Flexner, Abraham, Universities: American, English, German [London: Oxford University Press,
1968].
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Kelly, Gail. "Achieving Equality in Education: Prospects and Realities," in Gail Kelly (ed.),
International Handbook of Women's Education (New York: Greenwood Press, 1989), pp. 547-569.
*Kelly, Gail. “Women and Higher Education,” in P. Altbach (ed.) International Higher Education:
An Encyclopedia (New York: Garland Publishers, 1991), pp. 297-323
Kelly, Gail. "Education, Women and Change," in P. Altbach, R. Arnove and G. Kelly (eds.),
Emergent Issues in Education: Comparative Perspectives (Albany: SUNY Press, 1992), pp. 267-282.
Kelly, Gail Paradise, Women's higher education in comparative perspective (Dordecht,
Netherlands: Kluwer Academic Publishers, c1991. xiv, 359 p.
Kerr, Clark, Twelve Systems of Higher Education: Six Decisive Issues, (New York: International
Council for Educational Development, 1978).
Niblett, R. and Butts, R., Universities Facing the Future, World Yearbook of Education 1972-3,
[London: Evans Brothers, 1973.]
Pearson, C. (ed.), Educating the Majority: Women Challenge Tradition in Higher Education (New
York: Macmillan, 1989).
*Trow, Martin, “Reflections on the Transition from Elite to Mass to Universal Access: Forms and
Phases of Higher Education in Modern Societies since WWII,” in James Forest and Philip Altbach,
International Handbook of Higher Education, Parts One (Dordecht, Netherlands: 2006), pp. 243-280.
Session 4: Approaches from Comparative Higher Education (Oct. 11)
Core Readings:

Clark, B. (1983). The Higher Education System: Academic Organization in Cross-National
Perspective. Berkeley: University of California Press. READ National modes of authority
distribution: continental, British, US, Japanese (p. 125-131) and Chp5 Integration: Clark’s
triangle (p. 136-145).

Fallis, G. (2007). The Uses of the Multiversity in Post-industrial Society (Ch3 pp. 48-83). In
Multiversities, Ideas and Democracy. Toronto: University of Toronto Press.

Valimaa, J. (2009). On comparative research in higher education. Higher Education
Dynamics, 1(24), From Governance to Identity, IV, pp. 141-155.
Discussion Questions:
1. What do you see as the main strengths and weaknesses of Clark's sociological approach to
comparison in higher education systems? Do you think the four national modes will persist well
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into the foreseeable future?
2. How has industrialization transformed the multiversity according to Fallis? Are these effects
irreversible? Why has the multiversity been adopted widely as a model outside the
Anglo-American sphere?
3. What are some of the problems and assumptions in comparative higher education research
according to Valimaa? Why does he specifically cite Slaughter and Tierney’s critique?
4. Valimaa listed several elements of social dynamics (p. 151). Can you provide tangible examples
of these elements which may affect comparative research in higher education?
Additional Readings:
Acker, Sandra and Piper, David Warren, Is Higher Education Fair to Women (Surrey, Great Britain:
Society for Research on Higher Education and NFER-Nelson, 1984).
Acker, S., “Feminist Theory and the Study of Gender and Education,” International Review of
Education Vol. 33, 1987, pp. 419-435.
Acker, S. & Feuerverger, G. Enough is never enough: women's work in academe. In C. Marshall
(Ed.), Feminist Critical Policy Analysis - A Perspective From Post-Secondary Education
(London: Falmer Press, 1997), pp. 122-140.
Acker, S., Caring as work for women educators. In E. Smyth, S. Acker, P. Bourne & A. Prentice
(Eds.), Challenging Professions: Historical and Contemporary Perspectives on Women's
Professional Work (Toronto: University of Toronto Press, 1999), pp. 277-295.
Altbach, Philip, International Higher Education: Knowledge, the University and Development (New
York: Ablex Publishers, 1998)
Becher, Tony. "The Cultural View" in Burton Clark (Ed.), Perspectives on Higher Education: Eight
Disciplinary and Comparative Views (Berkeley: University of California Press, 1984), pp. 165-198.
Becher, Tony. "The Disciplinary Shaping of the Professions," in Burton Clark (ed.), The Academic
Profession (Berkeley: University of California Press, 1987).
*Becher, Tony. Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines
(Milton Keynes: The Open University Press, 1989, updated version in 2001). Chapters 1 and 2.
*Belenky, Mary, Clinchy, Blythe, Goldberger, Nancy and Tarule, Jill Women's Ways of Knowing:
The Development of Self, Voice and Mind (New York: Basic Books, 1986), "Introduction: To the
Other Side of Silence"(3-22), chapter 9: "Towards an Education for Women" (190-213), Chapter 10:
"Connected Teaching" (214-229).
Castenell, Louis and Tarule, Jill, The Minority Voice in Education Reform: an analysis of minority
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and women college of education deans (Greenwich, Connecticut: Ablex Publishing Corps, 1999)
*Clark, Burton, “The Self-reliant University” in Sustaining Change in Universities: Continuities in
case studies and concepts (Maidenhead, Berkshire: The Open University Press, 2004), pp. 169-184.
Clark, Burton, Creating Entreprenurial Universities: Organizational Pathways of Transformation
(Oxford: Pergamon, for the IAU, 1998)
Clark Burton, Places of Enquiry: research and advanced education in modern universities
(Univerisity of California Press, 1995)
Clark, Burton, The Research Foundations of Graduate Education: Germany, France, United States,
Japan (University of California Press, 1993)
Clark, Burton, The Academic Profession: national, disciplinary and institutional settings (University
of California Press, 1987).
Clark, Burton, The Higher Education System: academic organization in cross-national perspective
(University of California Press, 1983)
Francis, Becky and Skelton, Christine, Investigating Gender: Contemporary perspectives in
education (Buckingham: Open University Press, 2001)
Harding, Sandra, The Science Question in Feminism (Ithaca, New York: Cornell University
Press, 1986).
Harding, Sandra, Feminist Epistemology: Social Science Issues (Bloomington, Indiana: Indiana
University Press, 1987)
Harding, Sandra, Whose Science? Whose Knowledge? Thinking from Women's Lives (Ithaca,
New York: Cornell University Press, 1991)
Moore, Kathryn, “Women’s Access and Opportunity in Higher Education: toward the twenty-first
century,” in Comparative Education, Vol. 23, No. 1, 1987, pp. 23-34.
Pechar, H., & Andres, L. (2011). Higher education policies and welfare regimes: International
comparative perspectives. Higher Education Policy, 24(1), 25-52.
*Stromquist, Nelly, “Gender Studies: A global perspective of their evolution, contribution and
challenges to comparative higher education,” Higher Education Vol. 41, No. 4, June, 2001, pp.
373-387.
*Slaughter, Sheila, “Problems in Comparative Higher Education: Political Economy, political
sociology and posmodernism,” Higher Education Vol. 41, No. 4, June 2001, pp. 389-412.
*Teichler, Ulrich, “Comparative Higher Education: potentials and limits,” in Higher Education Vol.
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32, 1996, pp. 431-456.
Tight, Malcolm, “Higher education research as tribe, territory and/or community: a co-citation
analysis,”Higher Education, Vol. 55. No. 5, May 2008, pp. 593-605.
*Van der Graff, John, & Furth, Dorothea. “Introduction” (pp.1-12) and Burton Clark, “Academic
Power: Concepts, Modes and Perspectives” (pp. 164-189) in John Van de Graff, Burton Clark,
Dorothea Furth, Dietrich Goldschmidt, Donald F. Wheeler (eds.) Academic Power: Patterns of
Authority in Seven National Systems of Higher Education (New York: Praeger, 1978).
Part C - Higher Education and Modernization
Session 5: The European Experience (Oct. 18)
Core Readings:

Nybom, T. (2003). The Humboldt Legacy: Reflections on the past, present, and future of the
European university. Higher Education Policy, 16(2), 141-59.

Musselin, C. (2006). France. In J. Forest & P. Altbach (Eds.), International Handbook of
Higher Education, Part Two (Dordecht, Netherlands: Springer), pp. 711-728.

Slaughter, S., & Cantwell, B. (2012) Transatlantic moves to the market: the United States and
the European Union. Higher Education, 63(5), 583–606.
Discussion Questions
1. What are the salient features of Humboldt's vision of the modern German university? How does
this vision differ from the medieval university? Why do you think the Humboldtian “myth” has
become so influential in many parts of the world?
2. What are the strengths and weaknesses of the Humboldt’s vision as identified by Nybom? How
much do you agree with his assessment?
3. What are the main characteristics of the Napoleonic University? How would it appeal to those
interested in harnessing the university for modernization and state building tasks?
4. Why are there Grandes Ecoles and national research institutions (Centre National de la Recherche
Scientifique) in French higher education if universities already exist?
5. How would you characterize Slaughter & Cantwell’s approach to comparative higher education?
Do you think these two scholars would find Clark’s triangle (Session 4) useful? If not, how do
you think they might modify this triangle to reflect their findings?
Additional Readings:
Europe
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Amaral, Alberto, Neave, Guy, Musselin, Christine, Maassen, Peter (eds.) European Integration and
the Governance of Higher Education and Research (Dordecht and New York: Springer, 2009.
Amaral, Alberto and Magalhaes, Antonio, “Epidemiology and the Bologna Saga,” Higher Education,
Vol. 48, No. 1, July, 2004, pp. 79-100.
*Ashby, Eric. Universities: British, Indian, African (London: Weidenfield and Nicolson, 1966), Part
I, pp.19-28.
*Barnard, H. C. Education and the French Revolution (Cambridge: Cambridge University Press,
1969), chapter 15, pp. 210-222.
Chevaillier, T. (2001). French academics: Between the professions and the civil service. Higher
Education, 41(1-2): 49–75.
*De Wit, Hans, “European Integration in Higher Education: The Bologna process Towards a
European Higher Education Area,” in James Forest and Philip Altbach, International Handbook of
Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 461-182.
Enders, Juergen, “Academic Staff Mobility in the European Community: The ERASMUS
Experience,” Comparative Education Review, Vol. 42, No. 1, Feb. 1998, pp. 46-60.
Heinze, Torben and Knill, Christine, “Analysing the differential impact of the Bologna Process:
Theoretical considerations on national conditions for international policy convergence,” Higher
Education, Vol. 56, No. 4, October 2008, pp. 493-510.
*Humboldt, Wilhelm. "On the Spirit and Organisation of Intellectual Institutions in Berlin",
Minerva, April, 1970, pp.242-251.
*Johnston, Brenda and Elton, Lewis. “German and UK higher education and graduate employment:
the interface between systemic tradition and graduate views” Comparative Education Vol. 41, No. 3,
August 2005, pp. 351-373.
Kivinen, Osmo and Nurmi, Jouni, “Unifying Higher Education for Different Kinds of Europeans.
Higher Education and Work: a comparison of ten countries,” Comparative Education Vol. 39, No. 1,
February 2003, pp. 83-104.
Kivinen, Osmo and Poikus, Petri, “Privileges of Universitas Magistrorum et Scolarium and their
justification in charters of foundation from the 13th to the 21st centuries,” Higher Education, Vol. 52,
No. 2, September 2006, pp. 185-213.
Musselin, Christine, “European Academic Labour Markets in transition, “ Higher Education, Vol.
49, Nos. 1 and 2, January/March 2005, pp. 135-154
Nybom, T.
(2012).
The disintegration of higher education in Europe, 1970–2010: A
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post-Humboldtian essay. In S. Rothblatt (Ed.), Clark Kerr’s world of higher education reaches the
21st century, Vol.38 (pp. 163-181). Dordrecht: Springer.
Palomba, Donatella, Changing Universities in Europe and the “Bologna Process” (Rome:Aracne
Editrice, 2008)
Papatsiba, V., “Making higher education more European through student mobility? Revisiting EU
initiatives in the context of the Bologna Process,” Comparative Education Vol. 42, No. 1, February,
2006 (special issue on European education)
Philips, David, “European Union Education and Training Policy,” special issue of Comparative
Education, Vol. 42, No. 1, February 2006.
Portela, M et al, “Perceptions of the Bologna Process: what do students’ choices reveal?”
France:
Archer, Margaret, Students, University and Society: A Comparative Sociological Review (London:
Heinemann, 1972).
Aron, Raymond, The Elusive Revolution: Anatomy of a Student Revolt (London: Pall Mall Press,
1969).
Artz, F.B., The Development of Technical Education in France 1500-1800 (Cambridge, Mass. and
London: Society for the History of Technology and M.I.T. Press, 1966).
Bourdieu, Pierre and Passeron, Jean-Claude, The Inheritors: French Students and their Relation to
Culture (Chicago and London: University of Chicago Press, 1979).
Cohen, Habiba, Elusive Reform: The French Universities 1968-1978 (Boulder, Colorado: Westview
Press, 1978.
Durkheim, Emile, The Evolution of Educational Thought (London: Routledge and Kegan Paul,
1977).
Grignon, C. and Passeron, J.C., French Experience Before 1968 [Paris: O.E.C.D., 1969].
Moody, Joseph, French Education Since Napoleon (New York: Syracuse University Press, 1978.
*Musselin, Christine, “France,” in James Forest and Philip Altbach, International Handbook of
Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 711-728.
Prost, Antoine, L'Enseignement en France 1800-1967 (Paris: Armand Colin, 1968).
Smith, Robert, The Ecole Normale Superieure and the Third Republic (Albany: SUNY, 1982).
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Weisz, George, The Emergence of Modern Universities in France 1863-1914 (Princeton, N.J.:
Princeton University Press, 1983).
Weisz, George, "The Anatomy of University Reform 1863-1914" in Baker, Donald and Harrigan,
Patrick [eds.], The Making of a Frenchman: Current Directions in the History of Education in France
1679-1979, [Waterloo, Ontario: Historical Reflections Press, 1980], pp.363-379.
Germany:
Fallon, Daniel, The German University (Colorado: Colorado Associated University Press, 1980].
*Kehm, Barbara H., “Germany,” in James Forest and Philip Altbach, International Handbook of
Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 729-746.
Jarausch, Konrad, Students, Society and Politics in Imperial Germany: The Rise of Academic
Illiberalism (Princeton: Princeton University Press, 1982).
Jaspers, Karl, The Idea of the University) (London: Peter Owen, 1960.
Lilge, F., The Abuse of Learning: The Failure of the German University (New York: The MacMillan
Co., 1948).
McLelland, Charles, State, Society and Univerity in Germany 1700-1914 (Cambridge: Cambridge
University Press, 1980).
Peisert, Hans and Framheim, Gerhild, Systems of Higher Education: Federal Republic of Germany
(U.S.A.: International Council for Educational Development, 1978).
Pritchard, Rosalind, “Humboldtian Values in a Changing World: staff and students in German
Universities,” Oxford Review of Education Vol. 30, No. 4, 2004, 509-528.
Pritchard, Rosalind, “Trends in the Restructuring of German Universities,” Comparative Education
Review Vol. 50, No. 1, February, 2006, pp. 90-112.
Ringer, Fritz, The Decline of the German Mandarinate (Cambridge, Mass.: Harvard University
Press, 1969).
Teichler, Ulrich, Higher Education in the Federal Republic of Germany: Developments and Recent
Issues (New York: Center for European Studies, 1986).
Weiler, Hans, “Ambivalence and the politics of knowledge: The struggle for change in German
higher education,” Higher Education, Vol. 49, Nos. 1 and 2, January/March, 2005, pp. 177-195.
United Kingdom:
Becher, Tony, Embling, Jack and Kogan, Maurice, Systems of Higher Education: United Kingdom
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(New York: International Council for Educational Development, 1978).
Halsey, A.H. and Trow, Martin, The British Academics (Cambridge, Mass.: Harvard University
Press, 1971).
Newman, John, The Idea of a University (New York: Holt, Rinehart and Winston, 1960).
Lord Robbins, Higher Education Revisited (London: MacMillan, 1980).
Scott, Peter, The Crisis of the University (London: Croom Helm, 1984).
Scott, Peter, Higher Education Re-formed (England: Falmer Press, 2000).
Shattock, Michael, “United Kingdom,” in ,” in James Forest and Philip Altbach, International
Handbook of Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 1019-1034.
Session 6: The Latin American Experience (Oct. 25)
Core Readings:

Schwartzman, S. (1993). Policies for Higher Education in Latin America: The Context.
Higher Education, 25(1), 9-20.

Bernasconi, A. (2008). Is there a Latin American Model of the University? Comparative
Education Review, 52(1), 27-52.

Levy, Daniel. (1989). Latin American Student Politics: Beyond the 1960s. In P. Altbach
(Ed.), Student Political Activism: An International Reference Handbook (316-337). New
York: Greenwood Press.
Discussion Questions:
1. What are the distinctive characteristics of the Latin American experience of higher education
development in relation to modernization, according to Schwartzman? How helpful do you find
the ideal types used to explain these characteristics?
2. What factors have led to the demise of the Latin American model of higher education according
to Bernasconi? What unique aspects of the Latin America context make Bernasconi skeptical
about the region’s embrace of the American multiversity?
3. What are the historic reasons that students have played a very important role in Latin American
universities? What are the different elements in the comparative framework that Levy develops
for exploring the role of students in various countries of Latin America?
Additional Readings:
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Altbach, Philip G and Balan, Jorge, World Class Worldwide: Transforming Research Universities
in Asia and Latin America (Baltimore: Johns Hopkins University Press, 2007).
*Arocena, Rodrigo and Sutz, Judith. “Latin American Universities: From an original revolution to an
uncertain transition,” Higher Education, Vol. 50, No. 4, November, 2005, pp. 573-592.
Boothe, Leon E. "Gaining a Pan-American perspective," in Educational Record, 72:4, Fall, 1991, pp.
59-61.
*Brunner, Jose Joachim and Tillett, Anthony, “Chile” in James Forest and Philip Altbach,
International Handbook of Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp.
647-666.
Clark, Burton, “The Catholic University of Chile: Lessons from South America,” in Sustaining
Change in Universities ((Maidenhead, Berkshire: The Open University Press, 2004), pp. 110-121.
De Figuereido-Cowen, Maria, “Latin American Universities, Academic Freedom and Autonomy: a
long-term myth?” in Comparative Education, Vol. 38, No. 4, Nov. 2002, pp. 471-484.
Gangemi, Joseph P. and Kowalski, Casimir J., Higher Education in the United States and Latin
America (New York: Philosophical Library Inc., 1982)
*Hennessy, Alistair "Students in the Latin American University," in Joseph Maier and Richard W.
Weatherhead (eds.), The Latin American University (Alberquerque: University of New Mexico
Press, 1979), pp. 147-179.
Kempner, Ken and Jurema, Ana Loureiro, “The global politics of education in Brazil,” Higher
Education, Vol. 43, No. 3, April, 2002, pp. 331-354.
Levy, Daniel C., To export progress : the golden age of university assistance in the Americas
(Bloomington, Indiana: Indiana University Press, 2005)
Levy, Daniel C., Higher education and the State in Latin America: Private challenges to public
dominance (Chicago: University of Chicago Press, 1986)
Liebman, A., Walker, K.N., and Glazer, Myron, Latin American University Students: A six nation
study (Cambridge: Harvard University Press, 1972)
*Mollis, Marcela, “Latin American University Transformation of the 1990s: Altered Identities?” in
James Forest and Philip Altbach, International Handbook of Higher Education, Part Two (Dordecht,
Netherlands: 2006), pp. 503-516.
Mollis, Marcela and Marginson, Simon, “The assessment of universities in Argentina and Australia:
Between autonomy and heteronomy” in Higher Education, Vol. 43, No. 3, April, 2002, pp. 331-354.
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Olivera, Carlos E. " Is education in Latin America dependent?" Prospects, 15:2, 1985, pp. 227-238.
Rhoads, Robert and Mina, Liliana, “The Student Strike at the National Autonomous University of
Mexico: A Political Analysis,” Comparative Education Review, Vol. 45, No. 3, August, 2004, pp.
334-353.
Ribeiro, Darcy. "Universities and social development," in Lipset, Seymour M. and Solari, Aldo
(eds.), Elites in Latin America. New York: Oxford University Press, 1967) pp.343-381.
Sander, Benno, "Education and dependence: The role of Comparative Education." Prospects, 15(2),
1985, pp.195-203.
*Schwartzman, Simon, "Latin America: Higher education in a lost decade." Prospects, 21(3), 1991,
pp. 363-373.
*Schwartzman, Simon, “Brazil” in James Forest and Philip Altbach, International Handbook of
Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 613-626.
Slocum, J., & Rhoads, R. A. (2009). Faculty and student engagement in the Argentine
grassroots rebellion: Toward a democratic and emancipatory vision of the university. Higher
Education, 57(1), 85-105.
Torres, Carlos and Schugurensky, Daniel, “The political economy of higher education in the era of
neo-liberal globalization: Latin America in comparative perspective,” Higher Education Vol. 43, No.
4, June 2002, pp. 429-455.
Vega-Jurado, I., et al, “University-industry relations in Bolivia: implications for university
transformation in Latin America, Higher Educaiton, Vol.. 56, No. 2, 2008, pp. 205-220.
Winkler, Donald R, Higher Education in Latin America; Issues of Efficiency and Equity. World
Bank Discussion Papers: Washington, D.C, 1990.
Session 7: The East Asian Experience (Nov. 1)
Core Readings:

Nakayama, S. (1989). "Independence and Choice: Western Impacts on Japanese higher
education." In P. Altbach and V. Selvaratnam, From Dependence to Autonomy: The
Development of Asian Universities (The Netherlands: Kluwer Academic Publishers), pp.
97-116

Hayhoe, R. (1995). An Asian Multiversity: Comparative Reflections on the Transition to
Mass Higher Education in East Asia. Comparative Education Review, 39(3), 299-321.

Marginson, S. (2011). Higher Education in East Asia and Singapore: Rise of the Confucian
Model. Higher Education, 61(5), 587-611.
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Discussion Questions:
1. What aspects of Japan's modern higher education system are connected to its own cultural
patterns and which aspects might be seen as part of a universal process of change?
2. In what ways did China's experience with socialism give a distinctive role to her higher education
system, and make the transition to modernity different from other countries in East Asia?
3. What choices and possibilities face China's higher education in the transition to a mass system?
Can comparative data help in anticipating how this is likely to affect women students and faculty?
4. What are the key features of a Confucian Model of higher education? Among the limits of this
model as identified by Marginson, which shortfall do you think is the most daunting and perhaps
insurmountable for these countries? Why?
5. How does Marginson’s approach to comparative higher education differ from Altbach’s Gigantic
Peripheries (2001) in Session 3?
Additional Readings:
East Asia:
Altbach, Philip. "Twisted Roots: The Western Impact on Asian higher education," in P. Altbach and
V. Selvaratnam, From Dependence to Autonomy: The Development of Asian Universities (The
Netherlands: Kluwer Academic Publishers, 1989), pp. 1-24.
Altbach, Philip, “The Past and Future of Asian Universities: Twenty First Century Challenges,” in
Altbach, Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and Contemporary
Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp. 13-32.
Chapman, David, Cummings, William and Postiglione, Gerard (eds.), Crossing Borders in East
Asian Higher Education (Hong Kong: Comparative Education Research Centre, University of Hong
Kong and Springer, 2010)
*Umakoshi, Toru, “Private Higher Education in Asia: Transitions and Development,” in Altbach,
Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and Contemporary
Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp. 33-52
Zeng, Kangmin, “Prayer, Luck and Spiritual Strength: The Desecularization of Entrance
Examination Systems in East Asia,” Comparative Education Review, Vol. 40, No. 3, 1996, p.
264-t279.
Shin, J. C. “Building world-class research university: The Brain Korea 21 Project,” Higher
Education, Vol. 58, NO. 5, November 2009, pp. 689-722.
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Shin, J. C. (2012). Higher education development in Korea: Western university ideas, Confucian
tradition, and economic development. High Education, (64), 59–72.
China:
Agalesto, Michael, Higher Education in Post-Mao China (Hong Kong: University of Hong Kong
press, 1998)
Chen Hsi-en, Theodore, Chinese Education Since 1949: Academic and Revolutionary Models (New
York: Pergamon Press, 1981)
Ding, Anning and Levin, John, “The interventionary state in China and programs and curricula at a
Chinese vocational university,” Higher Education, Vol. 53, No. 5, 2007, pp. 539-560.
Gu Mingyuan, Education in China and Abroad: Reflections from a Lifetime in Comparative
Education (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2001).
Hartnett, Richard, The Jixia Academy and the Birth of Higher Learning in China: A Comparison of
Fourth-Century B.C. Chinese Education with Ancient Greece (Lewiston: The Edwin Mellen Press,
2011).
*Hayhoe, R., "China's Universities and Western Academic Models," in P. Altbach and V.
Selvaratnam, From Dependence to Autonomy The Development of Asian Universities (The
Netherlands: Kluwer Academic Publishers, 1989), pp. 25-60.
Hayhoe, R. and Zha Q., “China” in James Forest and Philip Altbach, International Handbook of
Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 667-691.
Hayhoe, Ruth, Portraits of Influential Chinese Educators (Hong Kong: Comparative Education
Research Centre, University of Hong Kong, 2006).
Hayhoe, Ruth, Li, Jun, Lin, Jing and Zha, Qiang, Portraits of 21st Century Chinese Universities: In
the Move to Mass Higher Education (Hong Kong: Comparative Education Research Centre,
University of Hong Kong, 2011).
Hawkins, John, Mao Tse-tung and Education: His Thoughts and Teachings (Connecticut: Linnet
Books, 1974).
Henze, J., "Higher Education: The Tension between Quality and Equality", in Hayhoe, R. (ed.),
Contemporary Chinese Education (London: Croom Helm, 1984)
Min Weifang, “Chinese Higher Education: The Legacy of the Past and the Context of the Future” in
Altbach, Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and Contemporary
Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp. 53-84.
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Mok, Ka Ho, “Globalization and educational restructuring: University merging and changing
governance in China,” Higher Education, Vol. 50, No. 1, July, 2005, pp. 57-88.
Pepper, Suzanne, Radicalism and Educational Reform in 20th- Century China: The Search for an
Ideal Development Model. (Cambridge: Cambridge University Press. 1996).
Seybolt, P. (ed.), Revolutionary Education in China: Documents and Commentary (New York:
I.A.S.P. Press, 1973), pp.272-302,
Taylor, Robert, China's Intellectual Dilemma: Politics and University Enrolment 1949-1981)
(Vancouver and London: University of British Columbia Press, 1981).
Yang, Rui, “Tensions between the global and the local: A comparative illustration of the
reorgnaization of China’s higher education in the 1950s and the 1990s,” Higher Education, Vol. 39,
No. 3, April, 2000, pp. 319-337.
Yang, Rui, Vidovich, Lesley and Currie, Jan, “”Dancing in a Cage”: Changing autonomy in Chinese
higher education,” Higher Education, Vol. 54, NO. 4, October, 2007, pp. 575-592.
Zhong, N. and Hayhoe, R.,“University Autonomy and Civil Society in Modern China”, in G.
Peterson, R. Hayhoe and Y. Lu (eds.), Education, Culture and Identity in 20th Century China (Ann
Arbor: University of Michigan Press, 2001).
Japan:
Altbach, Philip and Ogawa, Yoshikazu, “Special Issue on Japan: Reform and Change in the 21st
Century” Higher Education Vol. 43, No. 1, January, 2002.
*Amano, Masako, “Women in Higher Education [in Japan]”, Higher Education, Vol. 34, No. 2,
September, 1997, pp. 215-235. (Special issue on Japanese higher education)
Amano Ikuo, "Continuity and Change in the Structure of Japanese Higher Education," in Amano
Ikuo and William Cummings (eds.), Changes in the Japanese University (New York: Praeger, 1979),
pp. 10-39.
Amano, Ikuo and Poole, Gregory, “The Japanese University in Crisis,” Higher Education, Vol. 50,
No. 4, November 2005, pp. 685-711.
Cummings, W. , Amano, I. and Kitamura, K. (eds.), Changes in the Japanese University (New York:
Praeger, 1979)
ElAgraa, Ali and Akira, Ichii, "The Japanese Education System with Special Emphasis on Higher
Education," in Higher Education, Vol. 14, No. 1, Feb., 1985, pp. 1-16.
Fujimura-Fanselow, Kumiko and Imamura, "The Education of Women in Japan," in Edward
Beauchamp (ed.), Windows on Japanese Education (Westport, Connecticut: Greenwood Press,
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1980), pp. 229-258.
Horio Teruhisa, Educational Thought and Ideology in Modern Japan: State Authority and Intellectual
Freedom (Tokyo: University of Tokyo Press, 1988)
Hotta Taiji, "Japanese Educational Assistance to Developing Countries," in Comparative Education
Review, Vol. 35, No. 3, August, 1991, pp. 476-490.
Kaneko, Motohisa, “Japanese Higher Education: Contemporary Reform and the Influence of
Tradition,” in Altbach, Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and
Contemporary Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp.
115-144.
Lincicome, Mark, "Nationalism, Internationalism and the Dilemma of Japanese Educational
Reform," in Comparative Education Review, Vol. 37, No. 2, May 1993.
Nagai Michio, Higher Education in Japan: Its Takeoff and Crash (Tokyo: University of Tokyo Press,
1970)
Nagai, Michio, An Owl Before Dusk (Berkeley: The Carnegie Foundation for the Advancement of
Teaching, 1975).
Nakayama, S Academic and Scientific Traditions in China Japan and the West. (Tokyo: Tokyo
University Press, 1984)
Pempel, T.J., "Higher Education: Aiding Privatized Expansion," in Pempel, Policy and Politics in
Japan: Creative Conservatism (Philadelphia: Temple University Press, 1982).
Smith, Henry DeWitt, Japan's First Student Radicals (Cambridge: Harvard University Pres, 1972)
Ushiogi Morikazu, "Graduate Education and Research Organization in Japan," in Burton Clark (ed.),
The Research Foundations of Graduate Education (Berkeley: University of California Press, 1993).
Yamashita Shoichi, Transfer of Japanese Technology and Management to the ASEAN Countries
(Tokyo: University of Tokyo Press, 1991)
Yonezawa, Akiyoshi, “Japanese flagship universities at a crossroads,” Higher Education, Vol. 54,
No. 4, October 2007, pp. 483-499.
Session 8: The Middle Eastern Experience (Nov. 8)
Core Readings:

Herrera, L. (2006). Higher Education in the Arab World. In J. Forest & P. Altbach (Eds.),
International Handbook of Higher Education, Part Two (pp. 409-421). Dordecht,
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Netherlands: Springer.

Romani, V. (2009). The Politics of Higher Education in Middle East: Problems and
Prospects. Crown Centre for Middle East Studies, Brandeis University. Middle East Brief
No. 36. Available online: http://www.brandeis.edu/crown/publications/meb/MEB36.pdf

Burden-Leahy, S. M. (2009). Globalisation and education in the postcolonial world: The
conundrum of the higher education system of the United Arab Emirates. Comparative
Education, 45(4), 525–544.
Discussion Questions:
1. What features or developments of higher education in the Arab world resemble counterparts
elsewhere in the world? What has contributed to madrasas’ success and longevity?
2. How has political interference shaped the development of higher education in the Middle East?
What are the promises and challenges of the rapid expansion of higher education systems in this
region?
3. How convinced are you by Burden-Leahy’s argument that existing theories or explanations of
globalization do not adequately explain the case of UAE’s higher education? What do you think
Altbach (2001; Gigantic Peripheries) would say about this article and other Gulf States in
general?
Additional Readings:
Abi-Mershed, O. (2010). Trajectories of education in the Arab World: Legacies and challenges.
London: Routledge.
Abou-Chacra, R. (1991). The problems of higher education in the Arab States. Prospects, 21(3),
374-385.
Al-Zeera, Z. (2001). Paradigm shifts in the social sciences in the East and West. In R. Hayhoe & J.
Pan (Eds.), Knowledge Across Cultures (p. 55-73). Hong Kong: Comparative Education Centre.
Cook, B. J. (2001). Islam and Egyptian higher education: Student attitudes. Comparative
Education Review, 45(3), 379-411.
Cupito, E., & Langsten, R. (2011). Inclusiveness in higher education in Egypt. Higher
Education, 62(2), 183-197.
Davidson, C., & Smith, P. M. (Eds.). (2008). Higher education in the Gulf States: Shaping
economies, politics and culture. London and Berkeley, CA: Saqi in association with London
Middle East Institute.
Donn, G., & al Manthri, Y. (2010). Globalisation and higher education in the Arab Gulf States.
Oxford: Symposium Books.
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Eickelman, D. F. (1992). Mass higher education and the religious imagination in contemporary
Arab societies. American Ethnologist, 19(4), 643-655.
Findlow, S. (2006). Higher education and linguistic dualism in the Arab Gulf. British Journal of
Sociology of Education, 27(1), 19-36.
Findlow, S. (2008). Islam, modernity and education in the Arab States. Intercultural Education,
19(4), 337-352.
Findlow, S. (2008). Women, higher education and social transformation in the Arab Gulf. In
C. Brock & L. Z. Levers (Eds.), Aspects of education in the Middle East and North Africa (p.
57-76). Oxford: Symposium Books.
Gonzalez, G., Karoly, L. A., Constant, L., Salem, H., & Goldman, C. A. (2008). Facing human
capital challenges of the 21st century: Education and labor market initiatives in Lebanon, Oman,
Qatar, and the United Arab Emirates. RAND–Qatar Policy Institute. Available at
http://www.rand.org/pubs/monographs/2008/RAND_MG786.pdf
Hamdhaidari, S., Agahi, H., & Papzan, A. (2008). Higher education during the Islamic
Government of Iran (1979-2004). International Journal of Educational Development, 28(3),
231-245.
“Higher Education and the Middle East” series. Volume I - Serving the Knowledge-based
Economy (Jul 2010); Volume II - Empowering Under-served and Vulnerable Populations (Oct
2010); Volume III - Building Institutional Partnerships (Dec 2010). The Middle East Institute,
Washington, DC. Available at:
http://www.mei.edu/content/introduction-higher-education-and-middle-east-serving-knowledgebased-economy-volume-i
Kirk, D. (2010). The development of higher education in the United Arab Emirates. The Emirates
Occasional Papers, 74, 1-57.
Kriener, J. (2011). The social sciences in the research on Arab higher education: Lebanon and Egypt
as examples. Tertium Comparationis, 17(2), 108-136.
Lamine, B. (Ed.). (2010). Towards an Arab higher education space: International challenges and
societal responsibilities. Beirut: UNESCO Regional Bureau for Education in the Arab States.
Mazawi, A. E. (2003). The academic workplace in public Arab Gulf universities. In P. G.
Atlbach (Ed.), The decline of the guru: The academic profession in the Third World (pp. 241-279).
New York: Palgrave Macmillan.
Mazawi, A. E. (2005). Contrasting perspectives on higher education governance in the Arab States.
Higher Education: Handbook of Theory and Research, 20, 133-189.
Mehran, G. (2009). "Doing and undoing gender": Female higher education in the Islamic
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Republic of Iran. International Review of Education, 55(5/6), 541-559.
Obst, D., & Kirk, D. (Eds.). (2010). Innovation through education: Building the knowledge
economy in the Middle East. Global Education Research Report No. 4. Institute of International
Education & the American Institute for Foreign Study Foundation.
Rezai-Rashti, G. M., & James, S. (2009). Women and higher education in post-revolutionary
Iran: Unsettling policies and unanticipated outcomes. In J. Zajda & K. Freeman (Eds.), Race,
ethnicity and gender in education: Cross-cultural understandings (pp. 45-58). New York:
Springer.
Shavarini, M. K. (2005). The feminisation of Iranian higher education. International Review of
Education, 51(4), 329-347.
Shaw, K. E. (Ed.). (1997). Higher education in the Gulf: Problems and prospects. Exeter:
University of Exeter Press.
UNESCO. (Ed.). (2007). The impact of globalization on higher education and research in the Arab
States. Regional Research Seminar. Paris: UNESCO.
Part D - Issues for Comparative Analysis
Session 9: Governance (Nov. 15)
Core Readings:

King, A. F. (2000). The Changing Face of Accountability: Monitoring and Assessing
Institutional Performance in Higher Education. The Journal of Higher Education, 71(4),
411-431.

Neave, G. (2001). The European Dimension in Higher Education: An Extension into the
Modern Use of Analogues. In J. Huisman, P. Maassen, & G. Neave (Eds.), Higher Education
and the Nation State: The International Dimension of Higher Education (pp. 13-75). Oxford:
Pergamon.

Dobbins, M., Knills, C., & Vogtle, E. M. (2011). An analytical framework for the
cross-country comparison of higher education governance. Higher Education, 62(5),
665-683.
Discussion Questions:
1. How does Guy Neave define the difference between state controlled and state supervisory models
of higher education? How important is history and an understanding of longstanding cultural
factors in the comparative understanding of different types of university-state relations in Europe
and North America? What did you find most helpful for a deep understanding of differences in
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Neave’s account?
2. How is globalization and marketization affecting university-state relations in OECD countries,
according to King? What do you see as the benefits and risks of using performance-based
accountability instruments to ensure the accountability of public higher education systems to the
state?
3. Compare and contrast the Humboldtian, Napoleonic, and British model of a university. Using the
ideal type on governance as developed by Dobbins, Knills, and Vogtle, where would you place
the higher education institution which you are most familiar with? Why?
Additional Readings:
Altbach, Philip, “Academic Freedom: International realities and challenges,” Higher Education, Vol.
41, pp. 205-219.
Ashby, Eric, Universities: British, Indian, African (London: Weidenfield and Nicolson, 1966), Part
III, pp. 320-343.
Berdahl, Robert O. and Millett, John D. "Autonomy and Accountability in U.S. Higher Education,"
in Guy Neave and Frans A. Van Vught (eds.), Prometheus Bound: The Changing Relationship
between Government and Higher Education in Western Europe (Oxford: Pergamon Press, 1990, pp.
215-238.
Bruneau, William and Savage, D.C., Counting out the Scholars: The Case Against Performance
Indicators in Higher Education (Toronto: CAUT Series, 2002).
*Caston, Geoffrey "Academic Freedom: The Third World Context," in Oxford Review of Education,
Vol. 15, No. 3, 1989, pp. 305-338.
Clark, Burton, and Youn, Ted, Academic Power in the United States (Washington, D.C.: The
American Asociation for Higher Education, 1976).
De la Fuente J.R., “Academic freedom and social responsibility,” Higher Education Policy Vol. 15,
No. 4, pp. 337-339.
*DeFigueirdo-Cowen, Maria. “Latin American Universities, Academic Freedom and Autonomy: a
long-term myth?” in Comparative Education, Vol 38, No. 4, pp. 471-484.
Hofstadter, R. and Metzger, W., The Development of Academic Freedom in the United States (New
York and London: Columbia University Press, 1955).
Horta, H., “Global and national prominent universities: internationalization, competitiveness and the
role of the State,” Higher Education, Vol. 58, No. 3, Sept. 2009, pp. 387-405.
Li-Chuan, C., “The relationship between university autonomy and funding in England and Taiwan,”
Higher Education Vol. 48, No. 2, 2004, pp. 189-212.
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Meek, V.L., “Changing Patterns in Modes of Coordination of Higher Education,” in J. Enders and O.
Fulton (eds.) Higher Education in a Globalizing World (Dordecht, Netherlands: Kluwer, 2002).
Mok Ka-Ho, “Globalisation and Higher Education Restructuring in Hong Kong, Taiwan and
Mainland China,” in Higher Education Research and Development Vol. 22, No. 2, 2003, pp.
117-129.
Mok, Ka-Ho. (2007). Globalisation, new education governance and state capacity in East Asia.
Globalisation, Societies and Education, 5(1), 1-21.
Mok, Ka-Ho (Ed.). (2010). The search for new governance of higher education in Asia. New York:
Palgrave Macmillan.
Mok, Ka-Ho. (2010). When state centralism meets neo-liberalism: managing university governance
change in Singapore and Malaysia. Higher Education, 60(4), 419–440.
Neave, Guy and Van Vught, Franz, Prometheus Bound: The Changing Relationship between
Government and Higher Education in Western Europe (Oxford: Pergamon Press, 1991).
Neave, G. and Van Vught, F.A., “Government and Higher Education in Developing Nations: A
Conceptual Framework,” in G. Neave and F.A. Van Vught, Government and Higher Education
Relationships Across Three Continents: The Winds of Change (Oxford:Pergamon Press, 1994).
Ordorika, I., “The Limits of University Autonomy: Power and Politics at the Universidad Nacional
Autonoma de Mexico, Higher Education Vol. 46, 2004, pp. 361-388.
Sirat, Morshidi and Kaur, Sarjit, “Changing state-university relations: the experiences of Japan and
lessons for Malaysia, Comparative Education, Vol. 46, No. 2, 2010, pp. 189-206.
Skolnik, Michael and Jones, Glen, "A Comparative Analysis of State Coordination of Higher
Education in Canada and the United states," in Journal of Higher Education, Vol. 63, No. 2
(March/April, 1992), pp. 121-142.
Slaughter, Sheila, "Academic Freedom and the State: Reflections on the Uses of Knowledge," in
Journal of Higher Education, Vol. 59, No. 3 (May/June, 1988), pp. 241-262.
Session 10: Students and Student Movements (Nov. 22)
Core Readings:

Lipset, S. M. (1970). Students and Politics in Comparative Perspective. In P. Altbach (Ed.),
The Student Revolution: A Global Analysis (pp. 29-49). Bombay: Lalvani Publishing House.

Altbach, P. (2006). Student Politics: Activism and Culture. In J. Forest and P. Altbach
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(Eds.), International Handbook of Higher Education, Part One (pp. 329-346). Dordecht,
Netherlands: Springer.
Discussion Questions:
1. What different aspects of a student's background are likely to affect their decisions about
involvement in political movements? What broad contextual factors seem to lie behind the
emergence of and development of student movements according to Lipset?
2. What major comparative distinctions does Altbach identify in a retrospective look at student
politics from the perspective of the 21st century?
Additional Readings:
Altbach, Philip, “Student Politics and Higher Education in India,” in P. Altbach (ed.) Turmoil and
Transition: Higher Education and Student Politics in India (New York: Basic Books, 1968).
Altbach, Philip (ed.), Student Politics: Perspectives for the Eighties (Methuen, New Jersey:
Scarecrow Press, 1981).
Altbach, Philip and Cohen, Robert, “American Student Activism: The Post-Sixties Transformation,”
Journal of Higher Education, Vol. 61, No. 1, 1990, pp. 32-49.
*Altbach, Philip. “Student Politics: Activism and Culture,” in James Forest and Philip Altbach,
International Handbook of Higher Education, Part One (Dordecht, Netherlands: Springer, 2006), pp.
329-346.
DeGroot, Gerard (ed.), Student Protest: The Sixties and After (New York: Longman Ltd., 1998).
Hazary, Subas Chandra, Student Politics in India (New Delhi: Ashish Publishing House, 1987).
Levitt, Cyril, C hildren of Privilege: Student Revolt in the Sixties: A Study of Student Movements in
Canada, the United States and Western Germany (Toronto: University of Toronto Press, 1984).
Levy, Daniel, “Student Politics in Contemporary Latin America,” in Altbach, Philip (ed.), Student
Politics: Perspectives for the Eighties (Methuen, New Jersey: Scarecrow Press, 1981), pp. 187-213.
*Levy, Daniel, “Latin American Student Politics: beyond the 1960s,” in Philip Altbach (ed.), Student
Political Activism: An International Reference Handbook (New York: Greenwood Press, 1989), pp.
316-337.
Liebman, Arthur, Walker, Kenneth and Glazor, Martin, “Universities, University reform and student
Politics in Latin America: A Historical Overview,” in Seymor Martin Lipset (ed.) Latin American
University Students: A Six Nation Study (Cambridge, MA: Harvard University Press, 1972), pp.
1-32.
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Lipset, Seymour Martin, Rebellion in the University, Third Edition (New Brunswick, New Jersey:
Transaction Publishers, 1993).
*Rhoads, Robert. “Collectivist Consciousness: Towards an Activist Identity,” Chapter Eight, in
Freedom’s Web: Student Activism in an Age of Cultural Diversity (Baltimore and London: Johns
Hopkins University Press, 1998).
*Rhoads, Robert. “Preface and Acknowledgements” and Chapter One, “Passion and Protest on
Campus,” (pp. i-vii, 1-27), in Freedom’s Web: Student Activism in an Age of Cultural Diversity
(Baltimore and London: Johns Hopkins University Press, 1998).
Slocum, Jenée and Rhoads, Robert, A., “Faculty and Student Engagement in the Argentine grassroots
rebellion: toward a democratic and emancipatory vision of the university,” Higher Education, Vol.
57, No. 1, January, 2007, pp. 85-105.
Session 11: The Professoriate (Nov. 29)
Core Readings:

Gottlieb, E. E., & Keith, B. (1997). The academic research-teaching nexus in eight advanced
industrialized countries. Higher Education, 34(3), 397-420.

Acker, S. (2010). Gendered Games in Academic Leadership. International Studies in
Sociology of Education, 20(2), 129-152.
.
Discussion Questions:
1. What does historical analysis and understanding contribute to Gottlieb and Keith’s study of the
ways in which research and teaching interact in the academic profession? What do you consider
the most significant findings of the empirical study of faculty in eight countries? Why?
2. To what extent is it possible to generalize a woman's experience in the professoriate? To what
extent are women professors in leadership positions handling the pressures of globalization and
change differently than men might do in the three countries covered in Acker’s study?
Additional Readings:
Acker, Sandra, “Gender Equity and the Tensions of Tenure,” in Academic Matters, Journal of
OCUFA, Oct-Nov 2009, pp. 24-27.
Sandra Acker, “Gender, Leadership and Change in faculties of education in three countries,” in C.
Reynolds and J. Collard (eds.), Leadership, Gender and Culture (Maidenhead: Open University
Press, 2005.), pp. 210-224
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Acker, Sandra, “Gender and the Chair,” in Wagner, Anne, Acker, Sandra & Mayuzumi, Kimine
(eds.), Whose University Is It, Anyway? Power and Privilege on Gendered Terrain (Toronto:
Sumach Press, 2008).
Acker, S. & Armenti, C. (2004). Sleepless in academia Gender and Education, 16 (1), 3-24.
Akerlind, Gerlese S., “Academic growth and development – How do university academics
experience it?” Higher Education Vol. 50, No. 1, July 2005, pp. 1-32.
Altbach, Philip and Chait, Richard, “Special Issue on the Changing Academic Workplace:
Comparative Perspectives, Higher Education, Vol. 41, Nos. 1-2, January-March, 2000. (Essays on
Germany, Britain, France, The Netherlands, Italy, Spain and the United States)
Altbach, Philip, Comparative Perspectives on the Academic Profession (New York and London:
Praeger Publishers, 1977)
Bain, Olga and Cummings, William “Academe’s Glass Ceiling: Professional, Organizational and
institutional Barriers to the Career Advancement of Academic Women,” Comparative Education
Review, Vol. 44, No. 4, November 2000, pp. 493-514.
Boyer, E, Altbach, P., Whitelaw, M. The academic profession: An international perspective
(Princeton, New Jersey: The Carnegie Foundation for the Advancement of Teaching, 1994).
Boyer, Ernest, Scholarship Reconsidered: Priorities of the Professoriate (Lawrenceville, New Jersey:
Princeton University Press, 1990.
Caplin, P., Lifting a Ton of Feathers: A Woman's Guide to Surviving in the Academic World
(Toronto: University of Toronto Press, 1993).
Chevaillier, “French academics: Between the professions and the civil service,” Higher Education
Vol. 41, Nos. 1-2, January-March, 2000, pp. 49-75.
Clark, Burton (ed.), The Academic Profession: National, Disciplinary and Institutional Settings
(Berkeley: University of California Press, 1987).
Clark, Burton, The Academic Life: Small Worlds Different Worlds (Princeton, New Jersey: The
Carnegie Foundation for the Advancement of Learning, 1987), “Forward” by Ernest Boyers,
“Introduction” (pp. xxi-xxx) and Chapter VII, “The Promises of Career” (pp. 187-222)
Clifford, Geraldine J. , Lone Voyagers: Academic Women in Coeducational Universities 1870-1937
(New York: The Feminist Press at the City University of New York, 1989), "Introduction," pp. 1-44.
Currie, Jan, “Globalization Pressures and the Professoriate in Anglo-Pacific and North American
Universities,” Comparative Education Vol. 42, No. 1, February, 1998, pp. 15-29.
Enders, Juergen, “The Academic Profession,” in James Forest and Philip Altbach, International
Handbook of Higher Education, Part One (Dordecht, Netherlands: Springer, 2006), pp. 5-21.
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Enders, Juergen, “A chair system in transition: Appointments, promotions, and gate-keeping in
German higher education,” Higher Education, Vol. 41, Nos. 1-2, January-March, 2000, pp. 3-25.
He, Xiao-Xing et al, “A comparative study of stress among university faculty in China and Japan,”
Higher Education Vol. 39, No. 3, April 2000, pp. 253-278
Lie, S. and O'Leary, V., Storming the Tower: Women in the Academic World (London: Kogan Page,
1990.
Lindsay, Beverley, “Women Chief Executives and their Approach Towards Equity in American
Universities,” Comparative EducationVol. 35, No. 2, June 1999, pp. 187-200.
Luke, Caren Globalization and Women in Academia: North/West-South/East (London and Mahwah,
NewJersey: Lawrence Erlbaum Associates Publishers, 2001)
Makabola, R. and Green, A. (eds.), Sisters of the Academy: Emergent Black Women Scholars in
Higher Education (Sterling, Virginia: Stylus, 2001).
Mamiseishvili, K, “Foreign-born women faculty work roles and productivity at research universities
in the United States,” Higher Education, Vol. 60, No. 2, August, 2010, pp. 139-156.
Neave, Guy and Rhoades, Gary "The Academic Estate in Western Europe," in B. Clark (ed.), The
Academic Profession: National, Disciplinary and Institutional Settings (Berkeley: University of
California Press, 1987), pp. 211-270.
Poole, Millicent, Bornholt, Laurel and Summers, Finoa, “An international study of the gendered
nature of academic work: Some cross-cultural explorations,” Higher Education, Vol. 34, No. 3,
October 1997, pp. 373-396.
Pritchard, Rosalind, “The influence of market force culture on British and German academics,”
Comparative Education Vol. 41, No. 4, November, 2005, pp. 433-454.
Research Institute for Higher Education, The Changing Academic Profession in International
Comparative and Quantitative Perspectives (Hiroshima, Research Institute for Higher Education,
2008).
Research Institute for Higher Education, The Changing Academic Profession over 1992-2007:
International Comparative and Quantitative Perspectives (Hiroshima, Research Institute for Higher
Education, 2009).
Ssesanga, Karim and Garrett, Roger M., “Job satisfaction of University academics: Perspectives from
Uganda,” Higher Education Vol. 50, No. 1, July 2005, pp. 33-5.
Twombly, Susan, “Women Academic leaders in a Latin American university: Reconciling the
paradoxes of professional lives,” Higher Education Vol. 35, No. 4, June 1998, pp. 367-397.
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Watson, Cicely (ed.), The Professoriate: Occupation in Crisis (Toronto: Higher Education Group,
OISE, 1985).
*Welch, Antony. “The End of Certainty: The Academic Profession and the Challenge of Change,”
Comparative Education Review Vol. 42, No. 1, February, 1998, pp. 1-14.
Witt, S, The Pursuit of Race and Gender Equity in American Academe (New York: Praeger, 1990).
Wyn, J., Acker, S., and Richards, E. (2000). Making a difference: women in management in
Australian and Canadian faculties of education. Gender and Education 12 (4): 435-447.
33