Here is a lovely bit of snark by Paul Youngquist entitled "Thinking Outside the Quad."
I'm almost afraid to circulate this modest proposal for global education. It fits the ruling administrative ideology at my own university all too well.
i’m writing with a bold new idea i believe can save the college large sums of money that might be better directed toward funding faculty research or alumni reunions. it fits perfectly with the new initiative announced last week by the associate dean for alumni development and undergraduate education to encourage all students to spend a semester studying abroad. while I fully support that proposal, it think it’s far too modest. why not push it to its logical conclusion? why not require every student in the college of the liberal arts to spend his or her entire undergraduate career studying abroad, preferably in the developing world?
i’m sure you can appreciate the appeal of this initiative (I call it the GLOBAL EDUCATION IMPERATIVE), but allow me to describe it in some detail. as i see it, there are several compelling reasons to relocate all aspects of undergraduate education offshore. the first is economic, and even if there were no other reasons (but as you shall see, there are!),this one would justify the whole initiative. we are all familiar with the regrettably uneven distribution of wealth across the globe. as corporations have been quick to realize but universities have not, this unfortunate fact produces a similar unevenness in costs of production. considered as a commodity, higher education requires the same outlays in labor and overhead as a pair of air jordans. it seems reasonable therefore to follow the nimble lead of the nike corporation and implement a business model that redistributes the cost of producing undergraduate education to offshore locations notable for low wages and property values. I would recommend india and malaysia. both are attractive for robust telecommunications networks and deteriorating but serviceable physical infrastructure, minimizing direct costs to home institutions for internet access and student housing. even including overseas transportation, the per capita investment in offshore education falls far short of current tuition levels, accruing to home institutions a handsome increase in revenue with absolutely no adjustment in price. ...
maybe the single most attractive aspect of global education today, however, is the effect it will have on undergraduates. they will be as well-rounded as they are well-traveled. they will be, in the noblest sense, cosmopolitans as they experience first hand the dynamism and energy of life in a developing country, its collective creativity in the face national underinvestment, the everyday struggles of its brave, brown indigenous people. it is impossible to put a price tag on character, of course, but this much is incontestable: four or five years of undergraduate education abroad will enrich the souls of our nation’s youth, preparing them through extensive personal experience to live as global citizens in a world that one day will be as diverse and as highly leveraged as america.
finally, an outcome that is no less a boon for being obvious: students who study abroad do not study here. they do not clutter our classrooms. they do not damage the grass. think of the savings of manhours and womanhours spent preparing lectures, advising students, leading discussions, grading papers, filing grades, managing complaints — all the distracting inanities of undergraduate teaching. let them fall to the parochial ambitions of the offshore workforce. let us reserve the vision and energy of home institution faculty for the higher calling of research. it would be a truism to say that distinction in academic research correlates inversely to time teaching.