ABSTRACT
Th e expansion of accountability expectations and régimes across many parts of the globe and the growth of cross-border higher education are both modern phenomena. Knight (2005), for example, traced the origins of the term crossborder higher education (and other related terms such as trans-national and borderless higher education) to developments in the evolution of international education since the mid-1990s. In parallel, Salmi (2007), Tertiary Education Coordinator for the World Bank, drew attention to the spread of ‘the accountability agenda’ in most parts of the world within the past decade.
