The Impact of Globalization on Education : Commodification of Education*

By Dr. Yazid Isa Alshoraty

Department of Educational Foundations & Administration, The Hashemite University , Jordan

*The author's last name has been corrected to become Alshoraty instead of Alsoraty

ﺗﺄﺛﻴﺮ اﻟﻌﻮﻟﻤﺔ ﻋﻠﻰ اﻟﺘﺮﺑﻴﺔ: ﺧﺼﺨﺼﺘﻬﺎ وﺗﺴﻠﻴﻌﻬﺎ اﻟﻤﻠﺨﺺ ﻛﺎن ﻫﺪف اﻟﺪراﺳﺔ ﻫﻮ ﺗﻘﺼﻲ ﺗﺄﺛﲑ اﻟﻌﻮﳌﺔ ﻋﻠﻰ اﻟﱰﺑﻴﺔ ، وﺗم اﺳﺗﺧدام اﻟﻣﻧﻬﺞ اﻟوﺻﻔﻲ اﻟﺗﺣﻠﯾﻠﻲ . وﺗﺑﯾن ﺑﺄن اﻟﺗرﺑﯾﺔ أﺻﺑﺣت ﺳﻠﻌﺔ " اﺳﺗﻬﻼﻛﯾﺔ" ﻋﺎﻟﻣﯾﺔ راﺋﺟﺔ ، وﻟﯾس ﺧدﻣﺔ ﻣﺟﺎﻧﯾﺔ ﺗﻘدﻣﻬﺎ اﻟدول ﻟﻣواطﻧﯾﻬﺎ ، وﺗﺄﺛرت ﺑﺎﻟﺳوق ، واﻫﺗﻣت ﺑﺎﻟﺑﺣث ﻋن اﻟرﺑﺢ . وﺟرت اﻟﻌدﯾد ﻣن اﻟﻣﺣﺎوﻻت ﻓﻲ ﻋﻘد اﻟﺗﺳﻌﯾﻧﯾﺎت ﻣن اﻟﻘرن اﻟﻌﺷرﯾن ﻣن أﺟل إﺧراج اﻟدوﻟﺔ ﻣن ﻣﯾدان اﻟﺗﻌﻠﯾم ﻛﻘوة رﺋﯾﺳﺔ ، واﺣﻼل اﻟﻘطﺎع اﻟﺧﺎص ﻣﺣﻠﻬﺎ ﻣن اﺟل رﻓﻊ ﯾد اﻟدوﻟﺔ ﻋﻧﻪ واﻟﺗوﻗف ﻋن دﻋﻣﻪ ﻣﺎدﯾﺎ . وأظﻬرت اﻟدراﺳﺔ رؤﻳﺔ اﻟﺒﻨﻚ اﻟﺪوﱄ ﻟﻠﺘﺴﻠﻴﻊ اﻟﱰﺑﻮي ﰲ ﳎﺎل اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎﱄ اﳌﺘﻤﺜﻠﺔ ﰲ ﻣﺎ ﻳﻠﻲ: دور ﻣﺧﻔض ﻟﻠﺣﻛوﻣﺎت ﻓﻲ ﺗﻣوﯾل اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ ، و ﺿرورة ﺧﺻﺧﺻﺗﻪ ، وﺗﻧوﯾﻊ ﻣﺻﺎدر ﺗﻣوﯾل ﻣؤﺳﺳﺎﺗﻪ ﻣن ﺧﻼل ( اﻟﺗﻌﻠﯾم اﻟﺧﺎص، واﻟدورات اﻟﺗدرﯾﺑﯾﺔ اﻟﻘﺻﯾرة، واﻟﺗﻌﻠم ﻋن ﺑﻌد ، واﻟﺟﺎﻣﻌﺎت اﻟﻣﻔﺗوﺣﺔ ، ا وﻟﺗدرﯾب اﻟﻔﻧﻲ ، وﻓﺗﺢ ﻓروع ﻟﻠﺟﺎﻣﻌﺎت ﻓﻲ اﻟﺧﺎرج، وﺗﺳوﯾق اﻟﺟﺎﻣﻌﺎت ﻋﺎﻟﻣﯾﺎً، واﻟﺗرﻛﯾز ﻋﻠﻰ اﻟطﻼب اﻷﺟﺎﻧب ، واﻟﺗدرﯾب اﺛﻧﺎء اﻟﺧدﻣﺔ، وﻓﺗﺢ ااﻻﺳﺗﺛﻣﺎرات اﻟﺗﺟﺎرﯾﺔ... اﻟﺦ ) ، وﺗوﻓﯾر اﻟﺣﻛوﻣﺎت ﻟﻠﻣﻌﻠوﻣﺎت ﻋن ﺳوق اﻟﻌﻣل ﻣﺛل ( اﺧﺗﯾﺎر اﻟﺗﺧﺻص وﻣﺳﺎﻋدة اﻟﺟﺎﻣﻌﺎت ﻋﻠﻰ اﺗﺧﺎذ اﻟﻘرارات ﻟﺗﻠﺑﯾﺔ ذﻟك اﻻﺧﺗﯾﺎر، وﻣراﻗﺑﺔ اﻟﻣﻌﺎﯾﯾر ﻓﻲ اﻟﺗﻌﻠﯾم ، وﻓرص اﻟﻌﻣل ﻟﻠﺗﺧﺻﺻﺎت) ، واﺳﺗﺧدام أدوات اﻟﺗﻘوﯾم واﻻﻋﺗﻣﺎد واﻻﺷراف ، أﻛﺛر ﻣن أدوات اﻟﺗﻧظﯾم واﻟﺳﯾطرة واﻟﺗﻣوﯾل واﻹدارة ﻓﻲ ﻣؤﺳﺳﺎت اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ . وﻛﺷﻔت اﻟﻧﺗﺎﺋﺞ أﻫم ﻣﺟﺎﻻت ﺗﺳﻠﯾﻊ اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ اﻟﻧﺎﺗﺞ ﻋن اﻟﻌوﻟﻣﺔ اﳌﺘﻤﺜﻠﺔ ﰲ ﻣﺎ ﻳﻠﻲ : أﺻﺑﺣت ﻣؤﺳﺳﺎت اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ ﺗﺟﺎرﯾﺔ ( ﻣﻣﺎ ﯾوﻓر اﻟﺗﻧﺎﻓس ، وﯾدﻋم اﻟﻧوﻋﯾﺔ ، ﺣﯾث ﯾﺻﺑﺢ اﻟﺑﻘﺎء ﻟﻸﺻﻠﺢ ﻓﻘط ، ﺣﯾث ﯾﻘول أﻧﺻﺎر اﻟﺗﺳﻠﯾﻊ ﺑﺄن اﻟﺧﺻﺧﺻﺔ ﺗﻘود إﻟﻰ اﻟﺗﻧﺎﻓس اﻟذي ﯾؤدي إﻟﻰ ﺗﻘوﯾﺔ اﻟﺟودة وﺗﻔﯾر اﻟﻧوﻋﯾﺔ اﻟﻌﺎﻟﯾﺔ) ، وأﺻﺑﺣت اﻟدرﺟﺎت اﻟﻌﻠﻣﯾﺔ ﻣﺟرد ﻣﻧﺗﺟﺎت ﻟﻠﺑﯾﻊ ﺗﻣت دراﺳﺔ ﺧﺿوع ﻋﻣﻠﯾﺔ اﺳﺗﯾراد وﺗﺻدﯾر اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ إﻟﻰ ﻗواﻧﯾن ﻣﻧظﻣﺔ اﻟﺗﺟﺎرة اﻟدوﻟﯾﺔ. وأﺻﺑﺣت ﻟﻐﺔ اﻟﺳوق ﺷﺎﺋﻌﺔ ﻓﻲ اﻟﺗﻌﻠﯾم ، ﻓﻛﺛﯾر ﻣن اﻟﺟﺎﻣﻌﺎت طﺑﻘت ﻣﻧﻬﺞ اﻟﺳوق ﻣﻌﺗﺑرة اﻟطﻠﺑﺔ ( زﺑﺎﺋﻧﺎ) أو ( ﻣﺷﺗرﯾن ) ، واﻟﺗﻌﻠﯾم ( ﻣﻧﺗﺟﺎ ) أو ﺑﺿﺎﻋﺔ أو ﺳﻠﻌﺔ، واﻟﺟﺎﻣﻌﺔ " ﺑﺎﺋﻌﺎ" ، وظﻬر ﺗﻐﯾر ﻓﻲ إدارة اﻟﺟﺎﻣﻌﺎت ﻣن ﺧﻼل ( ﺗطﺑﯾق ﻣﺑﺎدﺋﺎﻟﺟودة اﻟﺷﺎﻣﻠﺔ، وﺗﻌﯾﯾن أﺧﺻﺎﺋﯾﻲ إدارة أﻋﻣﺎل أو ﺗﺳوﯾق ﻛﻧواب أو ﻣﺳﺗﺷﺎرﯾن ﻟرؤﺳﺎء اﻟﺟﺎﻣﻌﺎت). وأﺧﲑا أﺑﺮزت اﻟﺪراﺳﺔ أﻫﻢ اﻟﻨﺘﺎﺋﺞ اﻟﺴﻠﺒﻴﺔ ﻟﺘﺴﻠﻴﻊ اﻟﱰﺑﻴﺔ ﻣﺜﻞ: ﺑﻧﺎء اﻟﺗرﺑﯾﺔ وﻓﻘﺎ ﻟﻘﯾم اﻟﺗﺟﺎرة واﻟﺟﺷﻊ واﻻﺳﺗﻐﻼل واﻻﺳﺗﻬﻼﻛﯾﺔ ، ﺑدﻻ ﻣن اﻟﻧظر اﻟﯾﻬﺎ ﻛرﺳﺎﻟﺔ وﻗﯾﻣﺔ ﺳﺎﻣﯾﺔ ﻻ ﺗﺧﺿﻊ ﻟﻠرﺑﺢ اﻟﻣﺎدي ، وﺗﺟﺎﻫل اﻟﺣﺎﺟﺎت اﻟﺗرﺑوﯾﺔ ﻟﻠطﻠﺑﺔ اﻟﻔﻘراء ، واﻗﺗﺻﺎر اﻟﺗﻌﻠﯾم ﻋﻠﻰ أﺑﻧﺎء اﻟﺻﻔوة ، وﻋدم ﺗﻛﺎﻓؤ اﻟﻔرص اﻟﺗﻌﻠﯾﻣﯾﺔ وﺧﺎﺻﺔ ﻓﻲ ظل ( إﻟﻐﺎء اﻟﻣﺟﺎﻧﯾﺔ واﻟﻣﻧﺢ واﻟﺑﻌﺛﺎت) ، وﺗﺣول اﻟﺗﻌﻠﯾم اﻟﻰ ﺳﻠﻌﺔ " ﯾﺷﺗرﯾﻬﺎ" اﻟﻘﺎدر ﻋﻠﯾﻬﺎ ﻣﺎﻟﯾﺎ وﻟﯾس ذﻫﻧﯾﺎ ، إ وﻏﻼق ﺑﻌض اﻟﺑراﻣﺞ واﻻﻗﺳﺎم اﻟﺟﺎﻣﻌﯾﺔ اﻟﺗﻲ ﺗﺧﻔـق ﻓﻲ ﺗﻐطﯾﺔ ﻧﻔﻘﺎﺗﻬـﺎ أو ﺗﺣﻘﯾق رﺑﺢ ، ﻣﻣﺎ ﯾﺳﻬم ﻓﻲ ارﺗﻔﺎع ﻣﻌدل اﻟﺑطﺎﻟﺔ ، وﺗﺣﻛم ﺑﻌض اﺻﺣﺎب رؤوس اﻻﻣوال ﻏﯾر اﻟﻣؤﻫﻠﯾن أﻛﺎدﯾﻣﯾﺎ وادارﯾﺎ ﻓﻲ اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ ، وﺗﻬدﯾد ﺳﯾطرة اﻟدول ﻋﻠﻰ ﺗﻌﻠﯾﻣﻬﺎ، إ وﺿﻌﺎف دﯾﻣﻘراطﯾﺔ اﻟﺗرﺑﯾﺔ ﻣﻣﺎ ﯾؤدي إﻟﻰ ﺗﻘوﯾض اﻻﻟﺗزام ﺑﺎﻟﻌداﻟﺔ اﻻﺟﺗﻣﺎﻋﯾﺔ ، وﺗﺣوﯾل وظﺎﺋف ﻣﻌﺎﻫد وﻣؤﺳﺳﺎت اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ ﻣن اﻟﺗدرﯾس واﻟﺑﺣث اﻟﻌﻠﻣﻲ إﻟﻰ ﺗﻠﺑﯾﺔ ﺣﺎﺟﺎت ﺳوق اﻟﻌﻣل ، إ وﯾﺟﺎد ﺑﻌض اﻟﺗﺣدﯾﺎت اﻟوطﻧﯾﺔ اﻟﻧﺎﺗﺟﺔ ﻋن وﺟود ﻣؤﺳﺳﺎت اﻟﺗﻌﻠﯾم اﻟﻌﺎﻟﻲ اﻻﺟﻧﺑﯾﺔ ﻣﺛل: ﺿﺑط اﻟﺟودة ، وﺗﻠﺑﯾﺔ اﻟﺣﺎﺟﺎت اﻟﻣﺣﻠﯾﺔ ، واﻟﺣﻛم ﻋﻠﻰ ﻗﯾﻣﺔ وﻓﺎﺋدة ﺑراﻣﺟﻬﺎ ﻣن ﻋدة ﻧواح ﻣﺛل: ﻫل ﻫﻲ ﻣﻔﯾدة ام أﻧﻬﺎ ﻣﺟرد ﺑراﻣﺞ رﺑﺣﯾﺔ ؟ ، وﻫل ﺗﺳﺗﺣق ﺗﻛﻠﻔﺗﻬﺎ اﻟﻌﺎﻟﯾﺔ؟ ، وﻣﺎذا ﻋن ﻣﻧﺎﺳﺑﺗﻬﺎ ﻟ ﻬوﯾﺔ اﻟﻣﺟﺗﻣﻊ وﺛﻘﺎﻓﺗﻪ وﻋﻘﯾدﺗﻪ وﺛواﺑﺗﻪ ؟

١ Introduction We live in the era of globalization. The world nowadays is viewed as a "global village " that has a single global market (Crosier, 2000). The world markets, labor, scientific research and advocacy groups are international and multinational (Stackhouse, 1994). Reduced to simplest form , globalization is the international economic integration ( Wood, 2000/2001) . In other words , it is the transformation of world's economies into a world economy ( Cruishank , 1997) . Capital, technology, information, people, ideas and cultural influences are integrated. The free flow and mobility of four I' s: investment, industry, information technology and individual consumers allow economic units in any part of the world to pull in every thing needed for development without dependence on national governments (Canada & the World Backgrounder, 1999) . Globalization, which is a new world order driven by global economy that takes advantage of technology for economic ends, (Bourne, 1998) is built on competition, privatization of public services, free trade and a minimum of regulation. (Jones, 1998) (Harris, 1996) Many people fear that globalization is built on the triumphs of one or another people or culture or class ( Stackhouse, 1994 ) . Also , they believe that the forces of the marketplace and the greed of corporations operate on a profit - motivated agenda which undermines the potential for a more democratic , equitable and sustainable society ( Gouthro, 2000). Globalization is a controversial phenomenon. Some researchers and writers consider it as a curse or a disaster because , as they believe , it justifies social hierarchy and inequality, raises unemployment rate , deepens poverty, pollution and environmental destruction , jeopardizes national sovereignty ( Cruishank, 1997 ) . Other critics of globalization look at it as: a kind of conspiracy by big companies against smaller countries concentrating market power in the hands of a few large corporations, a way to undermine cultural diversity , a tool to turn developing nations' workers into slaves, a mechanism to widen the gap between the rich and the poor and a form of colonialism ( Mccormick, 2000 ). On the other hand , the supporters of globalization consider it as a blessing and a solution not a problem, and view all the points of criticism raised against it by its critics as " myths " (Mccormick, 2000) . One of the reasons behind the controversy about globalization is that there is little

٢ understanding of its real implications (Alexander, 1999). and of the changes it represents ( Young, 1998) . The disagreement on the nature and aims of globalization often leads to adopting different ways of dealing with its possible consequences . Bill Balkie suggests two ways to respond to globalization : Accommodation or resistance. Accommodators think that " this is the way of the world ," that we can not do any thing about it and that we must try to find a place within the new economy or be " left behind. " Resisters , on the other hand, believe that globalization is a politically sanitized word designed to cover up reality , and so it must be fought ( Cruishank, 1997 ) . In responding to the globalization agenda it is important to avoid two errors : the error of attributing too much to globalization through ascribing any and every social change to it, because global triumphalism is unhelpful . Second , the opposite error of arguing that there is nothing new or distinctive in globalization ( Marginson , 2000). But irrespective of the way an individual or a society views globalization , no body can deny the fact that globalization today plays a significant role in structuring the world. It is, according to Harris ( 1996) , the international system that is shaping world affairs today . Globalization has recently become a major feature of commentaries on social life . Where ever we look global issues , institutions and events seem to dominate discussion on the direction of social change . Also this global focus extends in business, sports, politics , fashion, the environment , music , law, culture, education … etc. (Altbach, 1991) . Aim and Questions of Study The aim of this study is to analyze commodification of education as one of the aspects of the impact of globalization on education through answering the following questions : 1. What is the relationship between globalization , education and commodification of education ? 2. What is the effect of deregulation on commodification of education? 3. What are the main aspects of commodification of education ? 4. Should commodification of education be encouraged or resisted? Why ? Significance of Study The significance of the study lies in the following points :

٣ a) Globalization is an extremely important and influential phenomenon that affects the various international issues , aspects and fields. So its impact on education is worth studying . b) Evaluating the process of commodification of education is important because it will enable educational policy makers to deal with it wisely. c) Most writers and researchers stress the economic content and agenda of globalization at the expense of its educational implications which are often given less attention . So, this study is an attempt to shed light on the relatively neglected educational essence of globalization Method Since this study is theoretical , the researcher will review the literature related to his subject and will refer to the views of the experts interested in his topic. Then he will classify , analyze and interpret the data to find answers for the questions of the study . Globalization , Education and Commodification of Education We live in the era of academic globalization ( Altbach, 1991) . The impact of globalization on education is an area of inquiry and research that is increasingly gaining much importance ( Harris, 1996) . The global economy is reshaping education in many industrialized nations ( Guthrie & Pierce , 1990 ). Globalization generated increasing recognition in the late nineties that there should be appraisal of education, its priorities and objectives (Bourne, 1998). So, globalization has become a key concept in contemporary world educational policies, ( Wood, 2001) which have been highly influenced by the emergence of new economic conditions associated with important increases in the global competition faced by previously relatively well- protected national economies ( Young, 1998 ). Commodification of education is one of the major aspects of the impact of globalization on education . The effect of globalization on education is clear in the discourse surrounding the connections between education and the marketplace . Educators are required to serve the "needs" of industry . Education becomes a consumer good ( Gouthro, 2000). Education is influenced by markets to make profit and become a marketable globalized commodity (Harris, 1996) . Many attempts have been made around the world in the 1990s, to deregulate state education. Key words have been

٤ school autonomy , parental choice ,privatization, deregulation, managerialism , economic rationalism .. etc. The attempts have focused on the message that the state should be force off the playing field as a star force and marketing forces put on the field in stead. ( Rinne, 2000) .

Deregulation and Commodification of Education The deregulatory role is mainly played by the World Bank which funds tertiary education at an annual average of U.S $ 481 million over 70 countries on the condition that national governments abide by deregulatory policies to their national education policies ( Allport, 2000) . Deregulation means striving for more limited, broader and clearer government regulations in order to increase school autonomy which should allow schools to anticipate better the changing environment and make them well equipped for diversification ( Teelken, 1999) . The World Bank champions a reduced role for government in the provision of education . The ideal economy, according to the World Bank, at best can tolerate public education . The role of government is that of the protector of the poor and the disadvantaged , provider of market information about education provision to guide student choice and drive institutional decision making that will reflect student choice, and that of a "compensator " for market failures in education and setter and monitor of standards in Education ( Jones, 1998; Allport, 2000) . Governments must use instruments such as evaluation and accreditation rather than regulation ( Allport, 2000) . The World Bank supports diversifying funding of higher education institutions through developing of good quality private institutions, the delivery of cost - effective short courses, distance education , open university , technical training , ….. etc. (Allport, 2000) . The advocates of deregulation believe it has many advantages such as : 1) Motivating educational institutions to improve their programs in order to compete more effectively for students . 2) Making private institutions respond to marketplace incentives 3) Research shows private educational institutions have advantage over public ones. 4) Public choice theory promotes improvement of educational institutions . 5) Choices are equal for all families (Brown & Contreras, 1991).

٥ One of the results of the deregulatory policies is the withdrawal of government financial commitment to higher education; ( Marginson, 2000) Many governments all over the world are increasingly cutting funding to colleges and universities. They are turning to parents and students to generate revenue for cash-strapped public - university systems. There has been a surge in the demand for higher education world wide . But in most countries public financing of higher education has not kept pace with that surge because of the declining budgets and competing national goals. Many policy makers believe that failing to introduce some kind of cost sharing will lead to two options : Resisting demand for higher education and letting public higher education become elite and inaccessible, or letting the system decline for lack of funding (Woodard &Gillotte,2000). Aspects of Educational Commodification Higher education institutions are being commercialized .They operate as businesses adopting the corporate model based on head - to head competition and survival of the fittest as an educational model . (Alexander, 1996) . Public education is being transformed by imposing market based models of competition and efficiency . The advocates of such a development believe that only the free market can ensure quality and efficiency and that in the past the university system has been inefficient and unaccountable . So quality has been patchy and incidental (Baldwin &James, 2000) . So, one of the most significant changes in higher education caused mainly by globalization has been global commodification of education . Knowledge and work have become inseparable because work has attained great importance in the industrialized societies, and knowledge has become increasingly pragmatic . A new social milieu governed by market ideologies, economic rationalism , and corporate discourse of efficiency and effectiveness has infiltrated many universities which have moved toward selling education. The business of universities has become to sell tertiary education for foreigners . Education has become customer and trade - oriented , and competitive . The language of the marketplace is replacing much of the language of traditional education . Globalization has provided higher education with an access to markets because degrees became products for sale . It is only a matter of a product . In this case the merchandise is education (Alexander, 1996 ) .

٦ The idea of looking at higher education as a commercial product , to be bought and sold, has reached the global marketplace . The World Trade Organization is considering proposals to make the importing and exporting of higher education subject to the rules of its protocols. Not only will this free international education from most current restrictions, designed mainly to ensure its quality , but it will also pose a threat to the traditional ideals of the university (Altbach, 2001) . Many universities and colleges are applying a " market-in" approach , in which students are the "customers" and education is the "product" . Since the 1970s, the domain of marketing has been expanded to cover all types of organizations including educational organizations. Higher education institutions are increasingly operating as ordinary businessmen, competing for the sale of their products to consumers (Driscoll & Wicks, 1998) The management of university has been changed drastically . Many universities nowadays have business liaison officers , corporate advisors and development officers. Management gimmicks such as " total quality "management" are much in vogue . Words such as " customer" , " client " , "market" , and " product " abound . In many cases education has been considered as a commodity which staff "market " . Many deans and directors are now hired for their perceived business acumen rather than their knowledge of adult education theory and practice . Higher education institutions are increasingly expected to become profit centers . To meet this new mandate, they target business and industry as their prime "markets" and " Partners " ( Cruishank, 1997) . In order to ensure success, universities must focus on customer satisfaction that can be partly achieved by designing custom- tailoring products to suit the needs of their clients. Many prestigious colleges and universities have recently started providing custom tailored management courses to major specific companies (Christensen & Philbrick, 1993 ). A close relationship has been established recently between educational and industrial institutions to a globally prepared labor supply. Recent research shows that the most important skills and qualities for an individual who wants to be effective in the global workplace are : substantive knowledge in the student's academic discipline, generic skills which include: learning to learn , being able to communicate , being able to adapt, commitment to a goal, and being internally motivated , being highly articulate , having mental agility , creativity in problem solving

٧ , total dedication to overcoming challenges and finally having multicultural competence which includes: openness to other culture's values , ability to perform in a variety of contexts, increased knowledge base, and foreign language fluency (Bikson, 1996; Wood, 2000). The educational institutions face a challenge in trying to provide future job candidates with the previously mentioned skills and qualities. It is a tough challenge that requires drastic educational and administrative changes (Bikson,1996) . Commodification of Education has influenced the college and university faculty members. In the new economy of higher education "merit" is no longer acquired mainly through publication .Rather , it encompasses success with market activities. Accordingly " academic capitalism " repositions faculty members as market actors. So, the concept of university as community of scholars is increasingly disintegrating. University administrators respond more readily to those who promise revenue - principally academic capitalists and students ( Robinson , 1998). In other words, many universities are increasingly becoming other referenced rather than self- referenced ( Marginson , 2000) . Higher education is being increasingly globalized. Many universities pursue off- shore international strategies . In many countries , foreign academic institutions, working with local institutions or setting up "shop" on their own , are offering academic programs and degrees . " Twinning " arrangements are common . A university in Asia or elsewhere initiates links with a Western institution . Local facilities and staff are used . A degree from the Western institution is awarded upon completion . The curricular model , reading materials, pedagogical style , and language of the Western university dominate the program ( Altbach , 1999 ) . A growing number of American universities are establishing links and associations with foreign universities . For instance , the Stanford University Business School has initiated an association with Hitotsubash University in Japan (Christensen & Philbrick , 1993 ) . The goals are to make profits , meet market demand and create a market niche for an educational product. ( Altbach , 1999 ) . Selling tertiary education to foreigners has recently become an important part of the business of universities. Many foreign students travel for the United States , Canada, Australia …etc. to study what they think will be useful to them in their future . What has prevailed before the mid- 80s can be

٨ characterized as philanthropy which means giving. This has been replaced by marketing which means selling . Today most foreign students pay full fees. It is the lure of pragmatism for foreign students and the profit for local providers that are combining in the globalizing of higher education ( Alexander, 1996 ) . Should Commodification of Education be Encouraged or Resisted ? The educational commodification trend should be resisted because it has many negative consequences such as : First , it leads to restructuring education according to the values of business, greed and consumerism. Second, the educational needs of the poor people who can not pay are ignored . The massive cuts in government funding lead to increases in tuition fees which are being deregulated to " better reflect what the market would bear". The result may be a more " select" or privileged group at university, as only the sons and daughters of the elite will be able to afford higher education . Several recent studies show that commodification of education results in greater inequalities. Those with the most get the most for their children ( Kuehn, 1996; Canadian, Dimension, 1996 ). Third, if any center or unit or department in a university fails to fully recover its costs, it will be threatened by closure with the loss of many jobs ( Cruishank , 1997 ) . So, commodification of education may contribute to raising the rate of unemployment Fourth, the commodification of education restricts the potential of a truly democratic education , undermines commitment to social justice or equal rights, and weakens the potential for cooperative educative ventures because it widens the gap between rich and poor nations ( Gouthro, 2000 ). Many people fear that commodification of education replaces the ideal and imperfect practices of democracy with the values of a competitive marketplace in which every one plays the role of a consumer, and as in the market, some with the resources to buy whatever they want and others unable to buy anything at all (Freeman,1999) . Fifth , Subsuming the academic functions of the university into its corporate identity and losing sight of the fact that it is in teaching , research and scholarship that universities make their distinctive social contributions will impoverish the university and pave the way for the shift of its academic function into a generic corporate environment (Marginson , 2000 ) . Sixth , some researchers express concern over the excess of market forces in higher education . They believe that the market, in many cases, defines the mission, purpose, culture and reason for being of the university ( Ikenberry,2001). Seventh , a strong customer

٩ orientation can subordinate objectives of academics and other stakeholders to the needs and wants of students. If students negotiate curriculum and evaluation based on their needs as customers, then the universities may erode the quality of their programs. Treating university degree as a product to be sold may threaten the quality of degree programs (Driscoll & Wicks, 1998). Commodification of education requires casting students as customers. However, the customer analogy breaks down when students are compared with business customers who not only buy a service but also sets the requirements and specification for it. Students are recipients rather than customers. Students pay for education , but they should not be allowed to define its requirements because this will degrade its quality (Scrabec Jr, 2000). Eighth , providing education by foreign institutions creates some challenges such as : - Quality control . How can foreign providers be accredited ? - Information . Which are worthwhile programs and which are sold just for a quick profit ? - Fit . Do the programs meet local needs ? - Costs and benefits . Are the programs worth the cost ? ( Altbach , 1999 ) . Finally , considering education as a commodity that is bought ,sold, imported , and exported without restrictions threatens the national control over education ( Altbach,2001)

Conclusions : Education in many countries is being reshaped by globalization. Global commodification of education is one of the major aspects of the impact of globalization on education . The relationship between education and the marketplace has been strengthened. Education has become a market- oriented and a customer- driven commodity. Educational commodification should be resisted because it restructures education according to business and greed values. Also it endangers democracy of education and educational equality. In addition, it shifts the function of educational institutions into generic corporate environments. So, commodifying higher education institutions and the withdrawal of the financial commitment of governments to education should stop. The educational institutions should pay attention to their main responsibilities of teaching, learning and research. This requires resisting the great lure

١٠ of commodification . On the other hand, governments should give academic institutions the support they need to fulfill their mission because squeezing their budgets does not serve the public interest in the long run ( Altbach, 2001) .

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