ABSTRACT
Global forces aecting higher education, which include mass enrolment and issues of access privatisation and aordability, decentralisation and accountability, can be united through the process of globalisation. For Bloom (2004), ‘globalization refers to the process whereby countries become more integrated via movements of goods, capital, labor, and ideas’ (59). e view of globalisation as an intensication of relations between the local and the global is shared by many as a holistic denition (Held 1991; Wiseman 1998). It has been argued that in education globalisation leads both to convergence, which emphasises homogenisation processes, and to divergence, which emphasises dierent, pluralistic and localised responses to global forces (Vaira 2004).
