Liz Reisberg

Liz Reisberg

Liz Reisberg is an independent consultant in higher education and Research Fellow at the Center for International Higher Education at Boston College. In the past she has worked in university administration at several universities and taught in the graduate program in higher education administration at Boston College.  She works with ministries of education, universities and international donor organizations throughout the world. Themes of her research and other activities include quality assurance in higher education, the challenges of access and equity, and new approaches to university curriculum and pedagogy. Much of her work has focused on Latin America where she teaches in English and Spanish.  In Ocdtober, 2019 she was awarded the José Tola Pasquel medal for contributions to higher education in Latin America by CINDA (Center for Inter-university Development), a regional Latin America organization based in Santiago, Chile. 

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Most Recent Articles

December 4, 2019
Creating “monsters” does not serve us well.
September 19, 2019
Closing the doors to foreign scholars and foreign investment may hurt us all in the end.
April 30, 2019
We should not prequalify or preclude international academic engagement based on a government’s political dogma or policies—until government policy begins to interfere with open, uninhibited scholarship or abuses research for nefarious purposes. 
January 27, 2019
International engagement provides valuable learning and research opportunities and important potential for mutual benefit to its participants. Most universities today opt to be internationally engaged despite the complications and risks. That said, they are not always adequately prepared. 
January 3, 2019
Higher education throughout Latin America is in need of dramatic transformation.


Co Authored Articles

August 30, 2012
Latin America remains locked into a content-laden notion of university education.  After all, universities in the region have a long tradition of preparing professionals. In many countries the university degree is equivalent to a professional license, making it more critical to stuff a student’s brain with as much discipline-specific knowledge as possible. This paradigm may have been effective during the last century, but is it still the best way to prepare future generations of university graduates?  
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