ABSTRACT
Summary The purpose of this paper is to examine the past and present relevance of graduate education in the U.S.A. for students from developing countries and to suggest a number of changes that would make that education better adapted to developing countries' needs. The first section of the paper argues that in recent decades U.S. graduate education has been relevant for students from developing countries because most of those countries have adopted a particular style of development based on the modem
822transnational corporation. The requirements of this transnational style of development have led in turn to the need for an ever-increasing stream of graduates from developed-country institutions in order to service the transnational sector that is at the core of the development process. The second part of the paper notes a number of important recent changes that have called the relevance of this kind of graduate education into question. On the basis of those changes, it is concluded that if U.S. institutions are to continue to attract large numbers of students from developing countries, they are going to have to make some major alterations in their mode of operation. A number of arguments are then offered as to why this course of action would be desirable. The paper's final section sets forth some general guidelines for change. In particular, it is argued that complementary curricula should be drawn up that meet the needs of students from developing countries more effectively. Once developed, such curricula may serve as a stimulus to overall curriculum changes that would make graduate education more meaningful for students from all over the world.
