oa The Independent Journal of Teaching and Learning - Editorial
There can be no dispute that there have been a number of transformative changes in higher education worldwide over the past decades. These were influenced by a number of factors such as globalisation, internationalisation, marketisation, massfication, and quality assurance. Indeed the UNESCO 2009 World Conference Proceedings on Higher Education: Trends in Global Higher Education: Tracking the Academic Revolution states: 'The academic changes of the late 20th and early 21st centuries are more extensive [than those in the 19th century] due to their global nature and the number of institutions and the number of people they affect'. These have altered the way that higher education institutions are viewed by governments and the public as well as the way institutions function and the pressures they face. Such changes not only have implications for the core functions of a higher education institution: teaching and learning, research and community engagement but they also affect the traditional notion of 'a university' and its role in society.
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