U.S. Universities Negotiate Tricky Terrain in the Middle East

Autor/in	Mills, Andrew
Titel	U.S. Universities Negotiate Tricky Terrain in the Middle East
Quelle	In: Chronicle of Higher Education, 54 (2008) 46, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Higher Education; Campuses; Universities; Foreign Countries; Partnerships in Education; Global Approach; Private Financial Support; Student Recruitment; Feasibility Studies; Cultural Awareness; Admission Criteria; Academic Standards; Student Adjustment; Virginia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Ausland; Hochschulpartnerschaft; Globales Denken; Private Investition; Cultural identity; Kulturelle Identität; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	A herd of camels meanders through the 115-degree heat as sand billows across the abandoned stretch of desert that once was to be a branch campus of George Mason University. Nearby, alongside the road that leads into the tall sand dunes is a sign that reads: "REDUCE SPEED: MOVING SANDS AHEAD." The sign is intended for motorists, of course, but it could double as a warning to American university administrators eager to open branch campuses in the oil-rich Persian Gulf. Institutions from around the world have been intrigued by the idea, and already a half-dozen American universities have set up shop or plan to in the next couple of years. But how easy is it to build a campus from scratch here? In this article, two American universities, George Mason and the American University of Sharjah, offer examples and warnings for those determined to negotiate these shifting sands. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10