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The objective of this research is to understand the recent educational changes that are caused by the globalization process. As it is very wide and ambiguous we have identified a focus for our research convenience in which the globalization force has severely influenced changes. This focus is Globalization and Curriculum Restructuring in Higher Education.The globalization force has brought in new discourses into the curriculum planning. The question who and what restructure and influence the restructuring of Higher Education (HE) curriculum may bring innumerous answers. There are both external and internal factors that influence this restructuring, among them ‘Globalization' is the crucial external factor we will be studying.We understand that reforms and restructuring are part and the nature of any development process. We also agree that universities have to adapt to the signs of the times in order to be relevant. Some invite and adapt reforms while some resist and are skeptical and some other are negotiating with how far we can resist and how much we can adjust and under what gains and losses.We argue that most of the phenomenon of the globalization process such as global perspectives and market orientation is experienced in the curriculum restructuring. That the post colonial nation building and making of a better citizen agenda is shifting to the making of a global and productive citizen as there has been increasing global perspectives and market orientation. Thus our general and central question of this research is ‘How does the restructuring of curriculum that is influenced by the globalization process affect the traditional management and organization of the higher educational curriculum in India ?'In order to operationalize our research we have reduced our territorial context to India , in particular to two universities which will be the cases for our research. We will use comparative case study method with the two cases. We will have a primary case with which we will compare the most differing case in order to compare and contrast the curriculum restructuring. The study has been organized in 4 years of time. During the first year we study relevant literature to understand this discourse, in the second year we acquire necessary methodological knowledge and set research strategies and tools, in the third and the fourth year we will conduct the research, analyze and report our resu