Assessment of the Impact of Global Competitiveness in University Education: the Nigerian Experience Ifeakor, Amaechi Comfort Obiadazie, Regina Eyiuche Anujeonye, Nneamaka Christiana Faculty of Education Faculty of Education School of Science Education Anambra State University, Uli, Anambra State University, Uli, Federal College of Education Nigeria Nigeria (Technical) aceeifeakor@gmail.com reginajustme@yahoo.com Asaba, Delta State, Nigeria anujeonyechristhy@yahoo.com Abstract Globalisation is a growing phenomenon in higher education institutions in Nigeria and the world at large. It is very closely intertwined with internationalisation. It refers to the phenomenon where the borders separating countries are disappearing. This allows the flow of science, technology, engineering, mathematics, economy, knowledge, people, values and idea across borders. Globalisation affects each country in different ways due to each nation‟s individual history, traditions, cultures, resources and priorities. Its determinants include competition over funding, superior educational infrastructure, quality teachers across the world, top international students, academic content, entrepreneurship education and great impact on Information and Communication Technology (ICT). This paper assessed the impact of global competitiveness in Nigerian universities. The study was a descriptive study carried out in three Universities –federal, state, private- in South East zone of Nigeria. Random sampling technique was used to select three hundred (300) respondents. Two research questions guided the study. Questionnaire was developed for data collection. Data were collected and analysed using means and standard deviation. The findings revealed that global competitiveness should be the growing trend in all aspects of academic endeavours. Based on the findings, it was recommended that Nigerian universities should strive to attract funds from government and other funding agencies, contend for top international students and produce graduates for global market. Key Words: Assessment, global competitiveness, University Education, Internationalisation, Interdependency INTRODUCTION Globalisation is a growing phenomenon in higher education institutions in Nigeria and the world at large. It is very closely intertwined with internationalisation. It refers to the phenomenon where the borders separating countries are disappearing. This allows the flow of science, technology, engineering, mathematics, economy, knowledge, people, values and idea across borders. Globalisation affects each country in different ways due to each nation‘s individual history, traditions, cultures, and resources and priorities. Globalisation increases and reflects greater interdependency and interconnectedness in various areas of human endeavours (Knight & De Wit, 2003). As countries open up to external forces, the same countries have to be ready for the ushering of new technologies and influences. Specifically, Knight and De Wit (2003) gave the working definition that ―internationalisation of higher education is the process of integrating an international/intercultural dimension into the teaching, research, and service functions of the institution.‖ Internationalisation pertains to the readiness to embrace gl obalisation, prompting higher education institutions to take a proactive stand towards mainstreaming in the global arena. In the field of higher education, globalisation has brought such concepts as ―borderless,‖ ―transnational,‖ ―transborder,‖ and ―crossborder‖ education. Regardless of the term, the implication is for higher education institutions to view this phenomenon as an opportunity, and to take the appropriate stand to grab the advantages it may bring. Corollary, it challenges higher education institutions to be on guard so as not to fall victim to the fierce competition it may bring. The rationales behind globalisation are diverse (De Wit, 1999). In fact, Knight (1997) clustered the rationales for internationalisation into three groups, namely: 1) economic, where it contributes to the skilled human resources needed for international competitiveness of the nation, and where foreign graduates are seen as keys to the country‘s trade relations; or direct economic benefits e.g. institutional income and net economic effect of foreign students; 2) academic, where it leads to the achievement of international standards for quality teaching and research, and is a major positive change agent for African Journal of Education, Science and Technology, July, 2014 Vol 1, No 4 6