Higher Education in a Global Society

Higher Education in a Global Society

Edited by D. Bruce Johnstone, Madeleine B. d’Ambrosio and Paul J. Yakoboski

Higher education functions in a global environment of consumers, employees, competitors, and partners. It has been a force for globalization and a model for adaptation, but nonetheless faces challenges. This volume of essays examines emerging issues and opportunities for advancing education across borders.

Chapter 5: Offering Domestic Degrees Outside the United States: One University’s Experiences Over the Past Decade

Mark S. Kamlet

Subjects: business and management, management and universities, economics and finance, economics of education, public sector economics, education, economics of education, management and universities

Extract

Mark S. Kamlet INTRODUCTION One of the notable, and even transformative, directions that Carnegie Mellon University has pursued over the past decade has been its various activities related to globalization. As provost of the institution during this period, I have had an excellent seat to observe what has happened in terms of this internationalization and I have been able to participate in parts of it. To put this in some context, Carnegie Mellon, as recently as the early 1970s, was in many ways a regional university – if one very well regarded, especially in technology and the arts. Most of its students came from the immediate tri-state area.Our ambitions at that time in terms of extending our footprint internationally were limited. Instead the institution focused on enhancing its research capabilities and increasing its reputation nationally. While the number of international students coming to Carnegie Mellon slowly but steadily increased, our focus was very much on the world coming to us and not the other way around. As recently as a decade ago, if an alumnus lived outside the United States, we did not send him or her a copy of the Carnegie Mellon Magazine, ostensibly to save postage but also because our international connections and presence were not seen as important defining parts of the University. That has changed in ways that I will describe. While roots of the change can be traced back further, the pace of change certainly accelerated in the last decade. We now have over twenty Carnegie...

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