A major aspect of the Third World's higher education scene in the post-1945 period has been the expansion of the number and size of universities. Often approaching a tenfold growth, this development was also marked by a remarkable worldwide similarity of curriculum and structures of governance. A factor in the growth and character of these institutions has been the Fulbright program, in concert with the role of the United States as the educator of choice for Third World academic personnel. The contributions of the Fulbright program have been both direct and programmatic, and indirect and incidental, to the process of academic exchange.
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References
1.
1. The data for Table 1 and Figures 1, 4, 5, and 6 are taken from The World of Learning, 1984-85 (London: Europa, 1984). Institutional types were determined from entries; where three or more professional schools were listed in addition to arts and science faculties, the institution was termed “comprehensive.”“Specialized” institutions contained one or more professional programs, but no degree programs in the humanities or social sciences. The authors have confidence in the dates provided for the foundation of institutions and in the universality of the sample. Only Vietnam, North Korea, and the People's Republic of China are questionable. It was decided to exclude Vietnam and North Korea, and the People's Republic of China contains the bulk of “not availables” in the East Asian category. All regional categories are consistently used and are those pertinent to the Fulbright program.
2.
2. Data for Figures 2 and 3 are derived from various editions of the Statistical Yearbook (Paris: United Nations Educational, Scientific, and Cultural Organization, 1965, 1980, and 1982). The authors believe that the numbers for students and faculty in Latin America overstate the case through an inevitable double-counting of students and part-time faculty, while the numbers of both faculty and students are understated in South Asia and East Asia. The regions used are those pertaining to the Fulbright program. The fall in number of faculty and students in the 1960s in East Asia is entirely due to the Cultural Revolution in China.
3.
The World of Learning, 1984-85 refers to “82 colleges of higher and professional education” and “60 Factory (Engineering) Colleges” for North Korea, lists 46 “colleges” for Vietnam, and for the People's Republic of China it mentions “about 170 institutions of higher education [that] have been reestablished”; see pp. 787, 1700-1701, and 282, respectively.
4.
4. A superior determination would have been by degrees conferred, reserving “comprehensive” for institutions offering the whole range of higher degrees. As that was impossible from the data available, the more liberal definition was used. This provided anomalies, such as the Universidade Estadual de Londrina in Brazil, with seven faculties, 38 departments, 10,000 students, 1000 faculty, and only 64,000 books, all having come into being since 1971, being called “comprehensive.”
5.
See also Laurence D. Stifel, Ralph K. Davidson, and James S. Coleman, eds., Social Sciences and Public Policy in the Developing World (Lexington, MA: Lexington Books, 1982).
6.
Robert J. Armbruster , ed., A Process of Global Enlightenment (Washington, DC: Board of Foreign Scholarships and the International Communication Agency, 1980).
7.
7. We are grateful to the Council for International Exchange of Scholars for the opportunity to examine a sample of end-of-tour reports from Fulbright scholars for the period 1960-85 from Africa and East Asia.
