This is a study of higher education in the world's four largest developing economies—Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society. Using an empirical, comparative approach, this book develops a broad picture of the higher education system in each country in the context of both global and local forces. The authors offer insights into how differing socioeconomic and historic patterns of change and political contexts influence developments in higher education. In asking why each state takes the approach that it does, this work situates a discussion of university expansion and quality in the context of governments' educational policies and reflects on the larger struggles over social goals and the distribution of national resources.

Between 1945 and 1990 the United States built the largest and most productive higher education system in world history. Over the last two decades, however, dramatic budget cuts to public academic services and skyrocketing tuition have made college completion more difficult for many. Nevertheless, the democratic promise of education and the global competition for educated workers mean ever growing demand. Remaking College considers this changing context, arguing that a growing accountability revolution, the push for greater efficiency and productivity, and the explosion of online learning are changing the character of higher education. Writing from a range of disciplines and professional backgrounds, the contributors each bring a unique perspective to the fate and future of U.S. higher education. By directing their focus to schools doing the lion's share of undergraduate instruction—community colleges, comprehensive public universities, and for-profit institutions—they imagine a future unencumbered by dominant notions of "traditional" students, linear models of achievement, and college as a four-year residential experience. The result is a collection rich with new tools for helping people make more informed decisions about college—for themselves, for their children, and for American society as a whole.

The mass expansion of higher education is one of the most important social transformations of the second half of the twentieth century. In this book, scholars from 15 countries, representing Western and Eastern Europe, East Asia, Israel, Australia, and the United States, assess the links between this expansion and inequality in the national context. Contrary to most expectations, the authors show that as access to higher education expands, all social classes benefit. Neither greater diversification nor privatization in higher education results in greater inequality. In some cases, especially where the most advantaged already have significant access to higher education, opportunities increase most for persons from disadvantaged origins. Also, during the late twentieth century, opportunities for women increased faster than those for men. Offering a new spin on conventional wisdom, this book shows how all social classes benefit from the expansion of higher education.

Over the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.

Introduction : measuring the economy of the arts -- Museums in flux -- The exhibitionary complex -- Art and the global marketplace -- Conclusion : non-profits and artist collectives as market alternatives

This is an examination of the complex relationships among universities, states, and markets in light of the growing influence of globalization.

The upheavals of recent decades show us that traditional models of understanding processes of social and economic change are failing to capture real-world risk and volatility. This has resulted in flawed policy that seeks to capture change in terms of the rise or decline of regimes or regions. In order to comprehend current events, understand future risks and decide how to prepare for them, we need to consider economies and social orders as open, complex networks. This highly original work uses the tools of network analysis to understand great transitions in history, particularly those concerning economic development and globalisation. Hilton L. Root shifts attention away from particular agents – whether individuals, groups, nations or policy interventions – and toward their dynamic interactions. Applying insights from complexity science to often overlooked variables across European and Chinese history, he explores the implications of China's unique trajectory and ascendency, as a competitor and counterexample to the West.