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ERIC Number: EJ1173116
Record Type: Journal
Publication Date: 2018
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0305-0068
What Drives Failed Policy at the World Bank? An inside Account of New Aid Modalities to Higher Education: Context, Blame, and Infallibility
Rappleye, Jeremy; Un, Leang
Comparative Education, v54 n2 p250-274 2018
This article analyses recent World Bank interventions aimed at improving higher education and local research capacity in low-income countries. Our empirical entry point is a critical analysis of the Development and Innovation Grant (DIG) scheme the Bank rolled out in Cambodia (2010-2015), a virtual carbon copy export of its Academic Initiative Fund in Bangladesh. Offering a rare insider perspective, we argue that the DIG scheme ultimately failed because the Bank so glaringly misunderstood the Cambodian context. We use this case to contemplate the deeper flaws in how the Bank 'thinks', highlighting how the world's most powerful development institution manages to maintain faith in its own infallibility despite failure.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cambodia; Bangladesh
Grant or Contract Numbers: N/A