This paper focuses on the impact of globalization in the domain of higher education, particularly, design education. It reviews how globalization may affect educational policy and planning in Hong Kong by drawing on an empirical study involving senior management, a course leader and a design trainer/facilitator. This paper not only illustrates the challenges of globalization to education sectors worldwide, but also brings the merits of globalization in education to the fore and considers the challenges that it presents to multidimensional phenomena. The diversity of curricula; professional mobility; accountability and quality remain as parts of a continuing dialogue in the context of the global community. Research into these issues could trigger and influence thinking on how local design education (in the tertiary and higher education sectors) might be restructured to satisfy educators' hopes and desires for an ideal future in which design is promoted as being more imaginative, innovative, and eliciting wider responses to ideas, experiences, feelings, emotions, and intercultural cooperation in a globalizing world in both developed and developing nations. Rich data were collected through a series of individual interviews with design students, teaching staff and design practitioners together with a focus group discussion with key members of a curriculum planing team. This data were analyzed with reference to current literature on globalization, education reform and course planning strategy. The author was inspired by the fact that globalization drives changes in education towards global perspectives. However, institutions, society, stakeholders and the public, as well as governments in this global world, should be sharing the goal of ever-increasing excellence in teaching combined with concern for local and global contexts. The impact of globalization on education (design education) is a subject of debate and discourse within the whole global community.
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