John raises the question of national boundaries being under threat for
part-time postgraduate students.
For the UK, USA, Australasia and Ireland the dominance of the English language
makes their educational offerings more accessible. It doesn't eliminate the
problem of language competence entirely. On taught postgraduate courses there
is a perenial concern with students with insufficient language skills. Isn't
this a restraint on globalising tendancies?
In Howard Newby's original article continuing professional development was
proposed as a potential area for globalisation. In this field language skills
are surely compounded by all sorts of national characteristics to the
professions. I'm sure this is not a permanent problem, the EU for example would
want to work towards common professional standards, but it is certainly a
current restraint and one likely to remain for some time.
I wonder if national boundaries are under threat even though I do agree that
they are likely to be eroded. Am I just a stick in the mud unable to grasp the
pace of change?
Chris
Dr Christopher R. Jones,
[log in to unmask]
Tel: +44 (0) 1524 593421
Centre for Studies in Advanced Learning Technology (CSALT),
Department of Educational Research,
Lancaster University,
Lancaster LA1 4YL,
United Kingdom.
> -----Original Message-----
> From: Konrad, John [CES] [SMTP:[log in to unmask]]
> Sent: Wednesday, March 22, 2000 2:41 PM
> To: [log in to unmask]
> Cc: *CES - PED Academic; *CES - TES Academic; 'Andrew Dundas'; Deborah
> Trayhurn; Gill Harrison; Mark DeGroot; Alan Poulter; Anne Cookson; Chris
> Garbett; Gareth Williams; Jill Taylor; Mark Lewis; Martin Wright; Nigel
> Heptinstall; Paul Blackledge; Stephanie Edwards-Nutton; Sue Clegg
> Subject: RE: Global vision in the Guardian Higher
>
> I agree with Chris that this is a thought-provoking piece.
> However, I would take the view that the limits of national boundaries are
> increasingly under threat, especially for part-time postgraduate students.
> At present, I think that UK HE is "protected" by national Funding Councils
> etc - how long before someone gets round to thinking about deregulating is
> anyone's guess. Maybe the European Commission, not to say Millbank, already
> have this in mind?
>
> John Konrad
> Senior Lecturer in Professional Development
> School of Professional Education & Development
> Leeds Metropolitan University
> Beckett Park Campus
> LEEDS
> UK-LS6 3QS
>
> Phone: 00 44 113 283 2600
> Fax: 00 44 113 283 3181
> GSM: 00 44 7711 777 538
> Text messages to: [log in to unmask]
> URL: http://www.lmu.ac.uk/ces/ped/
>
>
>
> > -----Original Message-----
> > From: Jones, Chris [SMTP:[log in to unmask]]
> > Sent: 22 March 2000 14:30
> > To: [log in to unmask]
> > Subject: Global vision in the Guardian Higher
> >
> > What did anyone else on the list make of the article in yesterday's
> Guardian
> > Higher by Howard Newby
> >
> > http://www.educationunlimited.co.uk/higher/story/0,5500,148941,00.html
> >
> > It seemed to me a more balanced approach than some of those recently
> commented
> > on on this list. Howard Newby restricts his claims for the possible
> benefits of
> > distance internet based learning to specified areas of education. In
> particular
> > he identifies the MBA and more generally continuing professional
> development as
> > prime sites for development.
> >
> > The disappointing aspect for me was the inevitable focus on the market and
> > global pressures from competition. Whilst I wouldn't deny the market
> pressures
> > of globalisation it seems yet again that choices that should be made by
> > political and institutional bodies in HE are being passed off as
> inevitable. In
> > a week when the BMW story is prominent, after the collapse of Rover, Howard
> > Newby compares HE to the motor industry in the 1960s. If this analogy were
> to
> > hold then one of the lessons might be not to go in for institutional quick
> > fixes and mergers. BMC then British Leyland and Rover could be seen as ill
> > thought out institutional responses that reacted to market conditions
> without
> > considering the aims and objectives of the changes.
> >
> > Chris
> >
> > Dr Christopher R. Jones,
> >
> > [log in to unmask]
> >
> > Tel: +44 (0) 1524 593421
> > Centre for Studies in Advanced Learning Technology (CSALT),
> > Department of Educational Research,
> > Lancaster University,
> > Lancaster LA1 4YL,
> > United Kingdom.
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