Higher education and the construction of institutional identities in a globalising world

HIGHER EDUCATION AND THE CONSTRUCTION OF INSTITUTIONAL IDENTITIES IN A GLOBALIZING WORLD CHRISTINE ANITA XAVIER NATIONAL UNIVERSITY OF SINGAPORE 2010 HIGHER EDUCATION AND THE CONSTRUCTION OF INSTITUTIONAL IDENTITIES IN A GLOBALIZING WORLD CHRISTINE ANITA XAVIER (B.A. with Honours in English Language, National University of Singapore) A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE NATIONAL UNIVERSITY OF SINGAPORE 2010 i Acknowledgements I w ould l ike t o e xpress my gr atitude t o t he f ollowing pe ople w ithout w hom t his thesis would not have been possible: My supervisor, Associate Professor Lionel Wee, who has always been supportive and e ncouraging of my pursuits a s a postgraduate s tudent. I a m gr ateful f or hi s words of wisdom, thought-provoking questions, advice and help. I could not have wished for a better supervisor. Thank you, Prof Wee. Associate Professor Chng Huang Hoon and Assistant Professor Joseph Park, of my thesis committee, for providing me with useful insights and advice along the way. Thank you. My friends at NUS, especially Paramjit, Aileen, Jeanne, Yi Qiong and Monica for their friendship and help during this academic journey we have shared. M y very special thanks Paramjit, f or he r a ssistance i n gui ding me a long w ith t he ‘technicalities’ of the thesis production and to Yi Qiong, for helping me with the thesis submission process. My wonderful family – my father and mother, my sister Jeannette, Chong Jin, my father- and m other-in-law, R uth, J udy, S hai, R yan a nd M arc – for t heir c onstant love and support. I am blessed to have them in my life and am thankful for all the help they have rendered during these last few years as I embarked on this journey. I need to especially thank with all my heart, my mother and my mother-in-law for their generosity with their time, energy and love in looking after my two children ii so that I could go attend classes, study for exams, complete assignments and this thesis. I would not have been able to complete all of this without their help. I am ever so grateful to the both of them. Thank you, Ama and Mum. My two sweethearts, Megan and Kate for their love, laughter and joy that saw me through periods of ups and downs. I hope that I have shown them in a small way, through this endeavor of mine, that they can achieve anything they set out to do. My most loving husband, Anthony – I have no words to express how grateful I am to him for his love, unfailing support and most of all, for believing in me more than I believed in myself. He has been my faithful companion through this journey and I am so glad to have him by my side always. Thank you for everything, Babe. Last but not least, God, for His unfailing love and grace. iii TABLE OF CONTENTS Acknowledgements . i Table of Contents iii Summary . vii List of Tables, Figures and Images . ix CHAPTER 1: INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 Scope of Study ………………………………………………… Context of Study ………………………………………………. 1.2.1 Globalization …………………………………………. 1.2.2 Globalization, the Nation State and the Free Market Economy ……………………………………………… 1.2.3 Globalization, Higher Education and Competition ………………………………………… . Higher Education Institutions and the ‘Global’ Brand ………… 1.3.1 Globalization and the Values of Interconnectedness, Excellence and Entrepreneurship …………………… Globalization and Discourse ………………………………… . The Global-Local Dialectic ……………………………………. The Case Studies ………………………………………………. 1.6.1 The Data ……………………………………………… Globalization Ideologies ………………………………………. Research Objectives …………………………………………… Significance of Study ………………………………………… Outline of Study ……………………………………………… 2 14 20 21 24 24 29 31 33 CHAPTER 2: LITERATURE REVIEW 2.1 2.2 2.3 2.4 Introduction …………………………………………………… Globalization ………………………………………………… 2.2.1 Definitions of Globalization ………………………… 2.2.2 Globalization, Higher Education and the Global Brand ………………………………………………… Discourse ………………………………………………………. 2.3.1 Concepts of Discourse ……………………………… . 2.3.2 Discourse and Globalization (Contemporary Discourse) ……………………………………………. 2.3.3 Branding and Discourse ……………………………… 2.3.4 Discourse, Identity and Ideology …………………… Conclusion …………………………………………………… 35 35 35 40 44 44 48 53 55 58 iv CHAPTER 3: METHODOLOGY AND THEORETICAL FRAMEWORK 3.1 3.2 3.3 3.4 Introduction …………………………………………………… Data …………………………………………………………… 3.2.1 The Universities …………………………………… . 3.2.2 Background of Selected Universities ……………… . 3.2.2.1 Harvard University …………………………. 3.2.2.2 Oxford University ………………………… 3.2.2.3 National University of Singapore ………… 3.2.2.4 Seoul National University …………………. 3.2.3 Source of Data ………………………………………. 3.2.4 Website Links as Narratives …………………………. Theoretical Framework ………………………………………. 3.3.1 Research Questions Revisited ………………………. 3.3.2 A Model of Analysis ………………………………… 3.3.2.1 Fairclough’s Analytical Framework ……… 3.3.2.2 Gal and Irvine’s Framework for the Articulation of Ideologies ………………… Conclusion ……………………………………………………. 59 59 59 63 63 64 65 66 68 70 72 72 73 78 90 92 CHAPTER 4: THE BENCHMARK UNIVERSITIES (PART 1): HARVARD UNIVERSITY 4.1 4.2 4.3 4.4 4.5 General Introduction to Chapters and …………………… Introduction …………………………………………………… Analysis: Discourse Practice (Interdiscursivity) ……………… Analysis: Textual Practice ……………………………………. 4.4.1 Core Value of Interconnectedness ……………… . 4.4.1.1 The International Nature of Harvard’s Members ………………………………… 4.4.1.2 Harvard’s International Programs …………. 4.4.2 Core Value of Excellence …………………………… 4.4.2.1 Caliber of Harvard’s Members ……………. 4.4.2.2 Harvard’s Research Achievements ……… . 4.4.3 Core Value of Entrepreneurship ……………………. 4.4.3.1 Fund Raising ………………………………. 4.4.3.2 Molding ‘Global’ Students ………………. 4.4.4 Theme of Continuity ………………………………… 4.4.4.1 Tradition of interconnectedness …………… 4.4.4.2 Tradition of Excellence ……………………. 4.4.4.3 Tradition of Entrepreneurship …………… . Conclusion ……………………………………………………. 93 93 104 111 111 111 113 119 120 125 128 128 131 134 135 135 137 138 v CHAPTER 5: THE BENCHMARK UNIVERSITIES (PART II) : UNIVERSITY OF OXFORD 5.1 5.2 5.3 5.4 Introduction ………………………………………………… Analysis: Discourse Practice (Interdiscursivity) …………… . Analysis: Textual Practice ……………………………………. 5.3.1 Core Value of Interconnectedness ………………… 5.3.1.1 Alliances …………………………………… 5.3.1.2 International Nature of Oxford’s Members 5.3.2 Core Value of Excellence …………………………… 5.3.2.1 Caliber of Oxford’s Members …………… 5.3.2.2 Oxford’s Research Achievements and Contributions ……………………………… 5.3.2.3 Oxford’s ‘Global’ and Local Rankings …… 5.3.3 Core Value of Entrepreneurship ……………………. 5.3.3.1 Oxford as an Enterprise …………………… 5.3.3.2 Oxford as Encouraging Enterprise ………… 5.3.3.3 Molding ‘Global’ Students ………………. 5.3.4 Theme of Continuity ………………………………… 5.3.4.1 Tradition of Interconnectedness …………… 5.3.4.2 Tradition of Excellence ……………………. 5.3.4.3 Tradition of Entrepreneurship ……………… Conclusion ……………………………………………………. 139 144 151 151 152 154 158 158 162 166 168 168 170 173 175 177 178 180 181 CHAPTER : THE EMERGING UNIVERSITIES (PART I): NATIONAL UNIVERSITY OF SINGAPORE 6.1 6.2 6.3 6.4 6.5 General Introduction to Chapters and …………………… Introduction …………………………………………………… Analysis: Discourse Practice (Interdiscursivity) ……………… Analysis: Textual Practice …………………………………… 6.4.1 Core Value of Interconnectedness …………………… 6.4.1.1 Alliances ……………………………………. 6.4.2 Core Value of Excellence ……………………………. 6.4.2.1 NUS’ Research Achievements and . Contributions ………………………………… 6.4.2.2 NUS’ ‘Global’ Rankings and Awards ………. 6.4.3 Core Value of Entrepreneurship ……………………… 6.4.3.1 NUS as an Enterprise ……………………… 6.4.3.2 Molding ‘Global’ Students ………………… Conclusion …………………………………………………… . 183 183 188 194 194 194 202 202 208 214 214 216 221 vi CHAPTER 7: THE EMERGING UNIVERSITIES (PART II): AN ANALYSIS OF SEOUL NATIONAL UNIVERSITY 7.1 7.2 7.3 7.4 Introduction …………………………………………………… Analysis: Discourse Practice (Interdiscursivity) ……………… Analysis: Textual Practice …………………………………… 7.3.1 Core Value of Interconnectedness …………………… 7.3.1.1 Alliances ……………………………………. 7.3.1.2 The International Nature of SNU’s Members…………………………………… 7.3.2 Core Value of Excellence ……………………………. 7.3.2.1 SNU’s ‘Global’ Rankings ………………… 7.3.2.2 Caliber of Students …………………………. 7.3.2.3 Symbols ……………………………………. 7.3.3 Core Value of Entrepreneurship ………………… 7.3.3.1 Molding ‘Global’ Students ………………. 7.3.4 The Use of the English Language as a ‘Global’ Index ………………………………………. Conclusion …………………………………………………… 222 235 243 243 243 249 250 251 253 253 257 257 258 259 CHAPTER 8: A DISCUSSION OF FINDINGS AND IDEALOGIES 8.1 8.2 8.3 8.4 Introduction …………………………………………………. Social Practice ………………………………………………. Ideological Articulation and Implications ………………… . 8.3.1 The Neoliberal Ideology of Globalization …………. 8.3.2 The Techno-Science Ideology of Globalization…… 8.3.3 The Ideology of Globalization as Americanization … Conclusion …………………………………………………… CHAPTER 9: 9.1 9.2 9.3 9.4 9.5 9.6 9.7 261 265 278 284 292 299 306 CONCLUSION AND IMPLICATIONS Introduction ………………………………………………… Aims of the Study ……………………… ………………… Limitations of the Study ………………………………… … Key Findings of the Study …………………………………… Implications of the Study …………………………………… Possible Future Research …………………………………… Concluding Remarks ………………………………………… 307 307 309 310 315 322 323 vii SUMMARY This s tudy aims t o i nvestigate the impact of gl obalization on di scourse t hrough an examination of discourses of higher education institutions (HEIs). P ast research in this area of gl obalization a nd di scourse s l argely examined t he implications of globalization on E nglish a s a gl obal l anguage, on di scourses i n t ourism, music, magazines and so forth. However, the influence of globalization on the discourses of HEIs s be en unde r-researched. G iven t he s ignificant i mpact of gl obalization o n HEIs, how globalization has impacted the discourses of HEIs is necessarily essential in understanding the greater role of discourse in this age of globalization. This p eriod o f g lobalization i s c haracterized b y esc alating ‘ free market’ an d competitive forces that affect how public and private institutions are organized. In relation t o HEIs, t hese f orces ve dr iven m ost of t hese i nstitutions t o be come corporatized, with an increased focus on marketing themselves as commodities in the global marketplace in order to compete for a g reater market share of target students and st aff, a s ch oices b etween t hese i nstitutions ar e m ade more accessi ble w ith increased mobility that comes with globalization. It is suggested in this study that one identified response to this global competition, is the pos itioning of nu merous H EIs a round t he w orld a s ‘global’ uni versities, w here the ‘ global’ m ark i s va lued a s a s ignal of qua lity across m arkets in t his global economy. This s tudy examines how H EIs c onstruct a nd pr omote t hemselves a s ‘global’ i nstitutions t hrough di scourse. T his i s i nvestigated by e xamining how four HEIs – the ‘benchmark’ universities of Harvard University (Harvard) and University viii of O xford ( Oxford) a nd t he ‘ emerging’ uni versities of National U niversity of Singapore (NUS) a nd S eoul N ational U niversity (SNU) - achieve t his ‘global’ identity construction via their university discourses on their websites. A co mparative s tudy l ike t his a llows f or a n i nvestigation of w hether uni versities within different world systems (where Harvard and Oxford are situated in the ‘core’ regions of the world and NUS and SNU are situated within the ‘semiperipheries’ of the world system) and ‘class’ systems (‘benchmark’ versus ‘emerging’ universities) appeal t o similar o r d ifferent discourse p ractices, d iscursive s trategies an d globalization i deologies i n t his ‘ global’ i dentity c onstruction. D rawing upon Fairclough’s ‘th ree-dimensional’ f ramework of di scourse a nalysis a nd G al a nd Irvine’s f ramework f or i deology a rticulation, a nalyses of di scourse pr actices, discursive s trategies a nd gl obalization i deologies, a s us ed and a ppealed t o by t he selected HEIs in this ‘global’ identity construction, are conducted. The findings of this study point to an extent of convergence in how these universities discursively c onstruct ‘ global’ i dentities f or t hemselves. T his s uggests t he prevalence of a distinctive discourse of globalization that is employed as a branding tool by t hese H EIs a cross the g lobe, i n t his ‘ global’ i dentity c onstruction. T he findings t hen i llustrate the gr eater instrumental r ole of di scourse in this a ge of globalization. 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[...]... century, the East is rising The rapid economic development of Asia since the Second World War – starting with Japan, South Korea, and Taiwan, extending to Hong Kong and Singapore, and finally taking hold powerfully in mainland China and India – has altered the balance of power in the global economy and hence in geopolitics The rising nations of the East all recognize the importance of an educated workforce... competitive national markets” (Holt et al, 2004: 186) At this juncture, it is critical to make a distinction between a global brand like Coca Cola and Levi’s and being ‘global’ as a brand In both instances, these arise out of the processes of globalization In the case of global brands such as Coca Cola, there is the case of branding across borders with local differences These are international brands that are... home and abroad seek to emulate; they define the concept of world- class university.” They excel in the advancement of human knowledge of nature and culture; they provide the finest training to the next generation of scholars; and they provide outstanding undergraduate and professional education for those who will emerge as leaders in all walks of life … But, as we all know at this, the beginning of the. .. interdependencies and interconnections between financial, trading and governmental institutions around the world and interactions and alliances between international and government agencies, institutions and organizations across the globe As such, for the purposes of this study, I adopt the definition of globalization as the “intensification of worldwide relations which link distant localities in such a way that... programs that are ‘global’ in nature and in perspectives • Conducting research that has a ‘global’ focus and impact • Being locally and internationally connected with other institutions of education and other organizations Excellence • Focusing on disciplines and areas of research that are in line with or mark or further develop the progress and process of globalization • Being an institution that strives... international branch campuses around the world, attracting and recruiting international students and staff, adding global dimensions and perspectives into curriculum and programs, emphasizing research collaborations and establishing of various alliances and networks between universities across the globe However, more specifically, internationalization in higher education refers to the process of integrating... “contributing to, if not leading, a process of rethinking the social, cultural and economic roles of higher education and their configuration in national systems of higher education (Enders and Fulton 2002: 1) and here, as a result of the extension and pervasiveness of the ‘free market’ domain, HEIs (once mainly public bodies) around the world are increasingly becoming corporatized with increased liberalization... as if they were ordinary businesses competing to sell their products to consumers” (141) Universities have been making some major changes “which accord with a market mode of operation” and some of these include introducing an ‘internal’ market by making departments more financially autonomous, using ‘managerial’ approaches in, for example, staff appraisal and training, introducing institutional planning,... scholars refer to as the ‘internationalization of higher education (see for example Knight and de Wit 1995, Knight 2004, Altbach and Teichler 2001 and Altbach and Knight 2007) Here it is important to make the distinction between internationalization and globalization as internationalization is often been confused for globalization According to Altbach and Knight (2007), [g]lobalization and internationalization... established, having been on the market for a while In the case of being ‘global’ as a brand, certain organizations or institutions brand themselves as being ‘global’, as being ‘global’ has a particular universal appeal in this globalized world Consumers in this current age want to be associated with such brands which connote, amongst others, being globally connected, being globally recognized and having . introducing an ‘internal’ market by making departments more financially autonomous, using ‘managerial’ approaches in, for example, staff appraisal and training, introducing institutional planning,. a global brand like Coca Cola and Levi’s and being ‘global’ as a brand. In both instances, these arise out of the processes of globalization. In the case of global brands such as Coca Cola,. being ‘global’ as a brand, certain organizations or institutions brand themselves as being ‘global’, as being ‘global’ has a particular universal appeal in this globalized world. Consumers in