ABSTRACT
In what ways does the growth of global education impinge on the traditional content and methods of teaching and assessment in higher education and training? Is the quality of global courses to be assessed any differently from national or campus-based courses? Do the cultural sensitivities and considerations of global teaching affect the curriculum? And if not, should they? Finally, what impact does the presentation of course material in the hypertext format of the Web, used extensively in global courses, have on traditional teaching and learning processes? These questions involving the content, curriculum, assessment and the methods of delivery are the subject of this chapter. As with other issues discussed in the book, they are not the exclusive concerns of global educators. They are part of a much wider debate about the future of higher education and changes in social attitudes; nevertheless, the assessment of global education practice cannot ignore these issues and indeed contributes to the debate.
