Over the past decade China has emerged as an important source of foreign aid for African countries. Providing aid on terms of its own choosing, China challenges the current foreign aid paradigm in four main ways: The donor-recipient relationship is challenged by a partnership of equals; The modes of provision are challenged by China's focus on aid that is mutually beneficial; The use of conditionalities is challenged by China's insistence on sovereignty and non-interference in domestic affairs; Multilateralism is challenged by China's preference of going the major foreign aid projects alone. This article argues that China's aid programme is not likely to undergo drastic change, and that the effects of China's foreign aid on the traditional donors are already discernible on the African continent. The potency of these challenges might herald that the Chinese approach will provide the frame of reference for foreign aid in the future.

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It is assumed that information and communication technologies (ICTs) are pivotal for globalization of higher education and in internationalization processes. Moreover, it is claimed that globalization and new technologies have opened up a global market for education, in which new providers of higher education operate, and that this competition poses significant threats to traditional campus-based universities and colleges. This article we will shed light on these assumptions, by focusing on the following problem statement: To what extent is ICT seen as a means to internationalize higher education and how are ICTs employed in internationalization processes? This study reports findings from a case study of the Norwegian School of Management, a private business school, which in Norway is often seen as a stereotype of a Ônew providerÕ operating in a global market, and a theoretically relevant case for, at a micro level, study the intersection between internationalization and ICT. The case study indicates that although information and communication technologies are seen as central in internationalization processes, and for supporting and coordinating international activities, they are not seen as driving forces for internationalization of higher education. The data indicates five main ways through which ICTs are used as support tools in internationalization processes.