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THE IMPACT OF GLOBALISATION ON HIGHER EDUCATION CURRICULUM REFORM: LITERATURE SURVEY Paula Ensor As part of the project on higher education policy, institutions, society and globalisation, a modest survey of relevant literature was undertaken to assess how curricula and teaching are changing in higher education institutions around the world. Both Scott (1984) and Gibbons (2000) suggest that 'the university' is becoming transformed in a uniform way in all parts of the world and that credit accumulation and transfer, as well as interdisciplinarity in undergraduate teaching, characterise university faculties globally. It was a matter of interest, therefore, to investigate whether this was, or is, the case. Although based largely on a small number of journals devoted to issues in higher education, the literature survey proved to be illuminating. It is striking how broad, complex and varied are the issues with which university systems are grappling: in Latin America (Schwartzman, 1993; Klein & Schwartzman, 1993; Twombly, 1997; Brunner, 1993; Balan, 1993; Lucio & Serrano, 1993; Kent, 1993), North America (Ferris, 1991; Barrow, 1996), Africa (Hughes & Mwiria, 1990), the Indian subcontinent (Altbach, 1993; Chitnis, 1993), former eastern bloc countries (Mok and Wat,1998; Mok, 1999; Yang, 2000; Bain, Zakharov & Nosova 1998), the UK (Tasker & Packham, 1990; Peters, 1992; Daniel, 1993; Green, 1995; Trowler, 1996; Trowler,1997; Seddon, 1997; Knight & Trowler, 2000), the Pacific rim (Morris et al, 1994; Cheng, 1995; Mok, 1999; Cummings, 1994; Ryu, 1998; Morris et al, 1994; Cheng, 1995; Mok, 1999) and Australasia (Peters & Roberts, 2000; Mahony, 1990; Marshall, 1990; and Symes, 1996).
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