Knowledge, the univ., and development (3)

Part III. Exchanges: People & ideas

9. Gigantic peripheries: India & China in the world knowledge system

• The international knowledge system (the people & institutions that create knowledge & the structures that communicate knowledge worldwide): centralized means of production & distribution
  
• The Third World scientific superpowers: India & China
• The brain drain & the Chinese & Indian diasporas
• The future
  

10. The new internationalism: Foreign students & scholars

• Inequalities (the industrialized nations retain control
  
• Foreign study as a phenomenon
  
  • Knowledge transfer: foreign students must make the appropriate "translation"; doctoral dissertations by foreign students are tailored to topics of relevance to them
    
• The foreign study industry: English-language industry
  

11. The foreign students dilemma

• The world balance of students
• The foreign student infrastructure
• Curricular factors and foreign study
  Many curricular issues are important in the curriculum-foreign students relationship: the relevance of a Western academic curriculum for Third World students, the transferability of knowledge, the impact on Western institutions of the presence of large numbers of foreign students, and so forth. P. 167 (no accommodation of courses, textbooks, or content to Third World contexts)
  
• Foreign study and dependency (inequalities) p. 173
  
  • foreign students become acclimated to working in an international language
  • they become part of an international knowledge network
  • they may absorb the culture of the host country as well as its technology knowledge, and this may engender unrealistic attitudes, orientations toward consumer goods, or working styles that make readjustment to their home countries difficult
  • foreign study frequently instills in the student the methodological norms, ideological approaches, and general scientific culture of the host nation
  • foreign study bestows a certain prestige on the individual who has been abroad (leads to better job opportunities and access to power)
  • the location of foreign study may make a difference not only in the outlook and attitudes of an individual but also in professional opportunities
  • specific relationships between industrialized and Third World nations are key determinants of the nature of international student flows and of continuing intellectual and academic relationships among nations
    
• The future of foreign study
  
  • The growth of indigenous academic systems in Third World nations will lessen the need for overseas study
  • Fiscal problems will continue to have a negative impact
  • As incomes rise in the Third World there will be a tendency for families to sponsor foreign study privately
  • Third World countries with foreign exchange problems may curtail foreign study opportunities
  • The balance between undergraduate and graduate students will continue to shift toward a preponderance of graduate students in foreign student populations
  • Less money available for overseas scholarship programs