This book examines the quality assessment movement in academic scholarship, as globalization prompts a search for global measures of university services and output. It gauges productivity in terms of universal publication metrics, and considers ranking and research productivity from a comparative perspective. The book considers the use of the "impact factor" as a gauge of publication value, noting that this less important in countries lacking central government appropriations to universities and to research. It argues that pressure to publish in certain journals, and to research topics of interest to English language readers, has been felt differentially in English-language systems, compared to others, but also that performance pressures fall more on younger, more juniour, contract staff, than on senior and tenured professors. It problematizes international comparisons of quality, and analyses the benefits of a zone of ideas and metrics in a common language - promoting international mobility, efficiency, collaboration - but also the costs which are rarely borne equally across countries, languages and cultures. The book provides a strong, evidence-based contribution to major debates in contemporary higher education reforms and the measurement of academic output.

This indispensable guide provides a unique insight into the academic profession at a time of major change. It is organized both thematically and geographically with attention given to regions rarely covered, such as China and Latin America.

For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change when the profession is fracturing along fault lines.

The focus of this book is to examine the growing impact of globalization on education policy and development in the Asia Pacific region. It analyzes the reaction of selected societies and the strategies that their governments have adopted in response to the tidal wave of marketization, corporatization, commercialization, and privatization. Particular attention is paid to educational restructuring in the context of globalization.

This is the first book to systematically chart and comparatively assess the trend towards private higher education in South East Asia. Caught between conflicting imperatives of spiralling demand, and limited resources, the balance between public and private higher education systems in South East, South, and East Asia has shifted markedly. The author's detailed case studies of Indonesia, Malaysia, Thailand, the Philippines, and Viet Nam discuss and analyse significant policy issues and touch on key debates surrounding globalisation, including economic globalisation and structural adjustment, and the pressures of cultural globalisation, particularly the role of the English language. Debates surrounding the role of higher education in the 'knowledge economy', GATS and cross border trade in educational services are also treated, including the rise of offshore campuses in countries such as Malaysia and Viet Nam. What is argued is that we are witnessing not merely a changing balance between public and private sectors, but a blurring of borders between them, with public HEIs now often behaving more like private, for-profit institutions. The book charts and illustrates these trends, posing questions about their meaning, including issues of transparency, equity, and what the reforms might mean for traditional conceptions of public good in higher education.

This is the first book to systematically chart and comparatively assess the trend towards private higher education in South East Asia. Caught between conflicting imperatives of spiralling demand, and limited resources, the balance between public and private higher education systems in South East, South, and East Asia has shifted markedly. The author's detailed case studies of Indonesia, Malaysia, Thailand, the Philippines, and Viet Nam discuss and analyse significant policy issues and touch on key debates surrounding globalisation, including economic globalisation and structural adjustment, and the pressures of cultural globalisation, particularly the role of the English language. Debates surrounding the role of higher education in the 'knowledge economy', GATS and cross border trade in educational services are also treated, including the rise of offshore campuses in countries such as Malaysia and Viet Nam. What is argued is that we are witnessing not merely a changing balance between public and private sectors, but a blurring of borders between them, with public HEIs now often behaving more like private, for-profit institutions. The book charts and illustrates these trends, posing questions about their meaning, including issues of transparency, equity, and what the reforms might mean for traditional conceptions of public good in higher education.

This book examines the quality assessment movement in academic scholarship, as globalization prompts a search for global measures of university services and output. It gauges productivity in terms of universal publication metrics, and considers ranking and research productivity from a comparative perspective. The book considers the use of the "impact factor" as a gauge of publication value, noting that this less important in countries lacking central government appropriations to universities and to research. It argues that pressure to publish in certain journals, and to research topics of interest to English language readers, has been felt differentially in English-language systems, compared to others, but also that performance pressures fall more on younger, more juniour, contract staff, than on senior and tenured professors. It problematizes international comparisons of quality, and analyses the benefits of a zone of ideas and metrics in a common language - promoting international mobility, efficiency, collaboration - but also the costs which are rarely borne equally across countries, languages and cultures. The book provides a strong, evidence-based contribution to major debates in contemporary higher education reforms and the measurement of academic output.

This indispensable guide provides a unique insight into the academic profession at a time of major change. It is organized both thematically and geographically with attention given to regions rarely covered, such as China and Latin America.

For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change when the profession is fracturing along fault lines.

The focus of this book is to examine the growing impact of globalization on education policy and development in the Asia Pacific region. It analyses the reaction of selected societies and the strategies that their governments have adopted in response to the tidal wave of marketization, corporization, commercialization and privatization. Particular attention is paid to educational restructuring in the context of globalization.

This special double issue consists of a selection of papers presented at the Ninth World Congress of Comparative Education, held at the University of Sydney, Australia, in July 1996, on the theme of "Tradition, Modernity and Post-modernity in Comparative Education." Before presenting the selection, this introduction will first survey the changing discourse in comparative edu cation over the past few decades and will argue that an unreformulated and uncritical postmodernity holds no greater promise in comparative education, than its uncritical modernist or tradition-oriented rivals. When Nicholas Hans (1949) cited Michael Sadler's early rationale for studying comparative education, it was within the context of a work which sought to identify the traditions that underlay national educational systems. This early work, together with others such as that by Isaac Kandel (1930) was predicated on the assumption of the importance of national character, of which education systems were an important component. Indeed from this perspective, the purpose of comparative education was not merely to analyse the "forces and factors" which produced differences among educational systems, but, implicitly at least, also "to discover the underlying principles which govern the development of all national systems of education" (Hans 1949: 5). Hans was preeminently an historian, of course (as was Kandel to an extent), and therefore saw comparative education first and foremost in this light."

In 1671, Ambrosio Bembo, a young nobleman bored with everyday life in Venice, decided to broaden his knowledge of the world through travel. That August he set off on a remarkable, occasionally hazardous, four-year voyage to Syria, Turkey, Iraq, Iran, and the Portuguese colonies of western India. His journal, now translated into English for the first time, is the most important new European travel account of western Asia to be published in the past hundred years. It opens an extraordinary perspective on the Near East and India at a time when few Europeans traveled to these lands. Keenly observed and engagingly written, Bembo's vivid account is filled with a high sense of adventure and curiosity and provides intriguing descriptions of people, landscapes, food, fashion, architecture, customs, cities, commerce, and more. Presented here with the original illustrations and with a rich introduction and annotations, this lively and important historical document is at last available to scholars, students, and armchair travelers alike.

This book explores why Renaissance epic poetry clung to fictions of song and oral performance in an age of growing literacy. Sixteenth- and seventeenth-century poets, Anthony Welch argues, came to view their written art as newly distinct from the oral cultures of their ancestors. Welch shows how the period's writers imagined lost civilizations built on speech and song-from Homeric Greece and Celtic Britain to the Americas-and struggled to reconcile this oral inheritance with an early modern culture of the book. Welch's wide-ranging study offers a new perspective on Renaissance Europe's epic literature and its troubled relationship with antiquity.