What are the implications for institutions, students, the public, or other stakeholders, if institutions are not able to address these goals simultaneously?

Required Readings
The Great Brain Race: How Global Universities Are Reshaping the World
Chapter 3, “Wanted: World-Class Universities”
Trends in Global Higher Education: Tracking an Academic Revolution http://unesdoc.unesco.org/images/0018/001832/183219e.pdf
Chapter 3, “Access and Equity”
Chapter 4, “Quality Assurance, Accountability, and Qualification Frameworks”
Tubbeh, L., & Williams, J. (2010). Framing issues of international education. New Directions for Higher Education, (150), 7–16.
Copyright 2010 by John Wiley & Sons, Inc. Reprinted by permission of John Wiley & Sons, Inc., via the Copyright Clearance Center.
Required Media
Walden University, LLC. (Executive producer). (2011). Globalization in higher education: Higher education goes global. Baltimore, MD: Author.
Note: The approximate length of this media piece is 12 minutes.
Graham Doxey, CEO of Laureate in Malaysia, along with Walter Wong, Dato’ lbrahim, and Anucia Jeganathan of INTI International University, discuss INTI/Laureate’s focus as a newly internationalized university. Imagine what you would do, given their responsibilities and possibilities in guiding the first U.S.-style university in Kuala Lumpur, Malaysia, an emerging economy.
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Can global higher education ensure both access and quality?
This statement by the United Nations in 1948 seems just as appropriate today. Universal access to higher education is an important concept in the “brain race” of the Information Age and continues to be studied and promoted by UNESCO. But can institutions of higher education in all parts of the world meet growing demands for quality assurance, at the same time they are broadening access?
By Day 3
Post your response to the following questions, citing this week’s readings to support your argument:
How might the goals of universal access and quality assurance in higher education conflict?
Can institutions meet both of these goals? If not, how should they choose?
What are the implications for institutions, students, the public, or other stakeholders, if institutions are not able to address these goals simultaneously?

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