Introduction There has been, and always will be, a tension between, on the one hand, the concept of international community that recognizes interdependence as a fact and collective governance as a necessity and, on the other, the appeal of a national community that thinks of itself as independent and sovereign (Fegan & Field, 2009). Education, particularly higher education, is sinking toward a across border international focus, away from the traditional national borders. Changes in Approach to Education Across many parts of the globe, changing political ideologies have brought about new policy and new legislation. The Sorbonne Declaration, and, subsequently, the Bologna Declaration, which attempts to create Europe higher education into a unified platform of three levels in order to promote intra Europe as well as international student mobility are the most widely known. However, Japan’s National Universities Corporation Law and the talk by former Prime Minister, Fukuda about promoting an Asian type program, China’s diversification of its controls on higher education, Taiwan’s Programme for Promoting Academic Excellence of Universities, and Germany’s Excellenz-Intiative, are other less well known examples (Fegan & Field, 2009). Moreover, the influence of non state actors in education, and global societies and initiatives, for example, the Association of Pacific Rim Universities and the International Association of Universities, also highlights the transitions from solely state based delivery to a global base program. Arguments in the Educational Sector In any discussion of education there is likely to emerge a number of conflicting or seemingly illogical arguments in any claim put forward. Take, for example, the new emerging mission for many higher education institutions; to be the best in the world in terms of offering world class education. Typically, this is usually associated with hard science and technology based research, often at the expense of the other softer sciences (Rogers, 2009). Although the promotion of world class research based higher education has a crucial role to play, especially in across border education, the simple reality is that quality teaching and learning methods must precede such research driven goals, and these are often overlooked, or taken for granted. If students can not read and write or analyze and critique, then they are not likely to be the entrepreneurs of knowledge management. Generally, many of the principles and ideas upon which world class aspiring educational institutions are based are praise worthy. However, there is the danger for the world class aspirants, and those that fund them, of overlooking the many educational processes that need to proceed and be learned before research can drive knowledge creation so as to create a knowledge society (Fegan & Field, 2009). The point is that higher education is not a simple process that can be deconstructed into discrete isolatable variables and manipulated through vacuums to produce reliable results. Across Borders The terms internationalization, globalization, across borders, and overseas education all attract serious semantic values, depending upon cultural, academic or political preferences, making any dialogue on faculty, student, and knowledge exchange and mobility complicated. Overseas ed