Abstract
In the context of tertiary education, the paper explores the nature of the General Agreement on Trade in Services (GATS) negotiation process and obligation framework, with examples, considers whether GATS is needed to support a country’s “export education” and what a country could do to protect its tertiary education system from the impact of a GATS involvement. Various effects of participation are discussed, including the illustrative case of New Zealand where, due to an early locked-in GATS involvement and subsequent changes of government and direction, tertiary education operates along disparate national (collaborative) and supranational (competitive) policy roadways. How can, or should, the tension be resolved?
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