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The university in translation: internationalizing higher education

This book questions the purpose of the university in a globalised and internationalised world where the economic function of higher education is privileged. It does so through a broadly philosophical investigation of what is ‘‘higher’’ about higher education in terms of three main themes: policy, language, and translation. It is divided into three parts, each comprising two chapters. Part One: Policy: Chapter 1 in this section is about A Tower of Achievement, and Chapter 2 is on The Transformation of Higher Education. Part Two: Language: The first chapter in this section, Chapter 3, is a discussion of Students’ Experiences in Translation, whereas Chapter 4 looks at An International Lexicon. Part Three: Translation: Chapter 5 in this section is about the Crisis of Judgment, and Chapter 6 is about The University in Translation. This book develops further some of the ideas raised in Harris’ (2007) book The Governance of Education: How Neo-Liberalism is Transforming Policy and Practice, where the language and discourse of the neo-liberal project are considered in three domains: the school, the community, and the university, and illustrates the damaging effect of the dominance of neo-liberal thinking and considers ways in which we can find a release from its grip. Its primary concern is to explore the following questions: What is the purpose of the university in a globalised and internationalised world? How do we talk about higher education? How is language used in higher education? To answer these fundamental questions of language and education that arise from the current debate on the ‘‘internationalisation’’ and ‘‘harmonisation’’ of higher education systems throughout the world, the author analyses recent EU policies, reviews a wide range of relevant literature, and at the same time draws on her experience of higher education and those of international students (specifically Chinese). Harris argues that the use of Neo-liberalism/New Managerialism language has drastically changed all aspects of university life. For example, the role of university is mainly geared towards enhancing the economy and the employability of students. The teacher is seen as ‘‘a facilitator whose technological skills and competences rather than professional knowledge and expertise should be seen as central to their role’’ (p. 60), whereas the student is seen as ‘‘a consumer who has a choice of educational products to suit their individual needs or preferences’’ (p. 92). The nature of study is also distorted as attention is drawn to feeding the system with data and evidence of performance. Research is referred to as an ‘‘outcome’’ or ‘‘output’’ geared towards economic modernisation, whereas teaching contributes to a more educated and trained labour force. In both teaching and research, knowledge is Educational Research and Evaluation Vol. 18, No. 6, August 2012, 613–616