|Published online: July 30, 2014||Free Download|
The expansion of Western, and particularly Anglo-American, educational institutions and models into foreign higher education systems has been heralded as a positive trend for promoting global governance through raising awareness and knowledge about global interdependency. The applauding of this trend in media and scholarly commentary is reminiscent of the euphoria in the Western world that accompanied the collapse of Communism in Europe a generation ago. However, a closer examination of the core constituencies promoting this process reveals that their particular agendas may serve their particular foreign policy aims and concerns which do not necessarily support the expansion of democratic participation. Indeed, they may rather be seen as efforts to win “the hearts and minds” of future national elite representatives in conformity with US-centered formal and informal international institutions. While advocates of internationalization of education with US institutions taking the lead may argue that it promotes US “soft” power in international relations, it may also support US policies that are in conflict with “undesirable” mass public participation social movements such as political Islam. A strategic analysis of the particular pressure groups and constituencies promoting this international expansion is therefore necessary to comprehend adequately the implications of this process.
|Keywords:||academic, globalization, democracy|
Assistant Professor of Political Science, School of International Studies, The Catholic University of Korea, Seoul, South Korea, South Korea