Nowadays, the communication options offered by advances in information technology support the formation of alliances and the 'unbundling' ofthe functions ofuniversities. This disaggregation, in which functions are differentiated and either outsourced or dealt with by partners in strategic alliances, creates new intermediaries in their learning/teaching networks. It also necessitates the reengineering of systems and work practices in existing higher education institutions. The advances in information technology also link lecturers, tutors, students, and teaching resources to create the possibility ofnetworked education. This paper defines and explores the notion of a 'glocal' model for higher education. The particular' glocal' networked education model that the authors outline identifies four functions: • Development of the global core oflearning resources; • Development of the local education interface; • Coordination of the learning facilitation; • Local learning facilitation. By embracing this differentiation, it is possible to develop ways ofworking which allow the creation of a flexible model of education delivery that is scaleable and globally competitive. The authors describe the application ofthis model at Central Queensland University, Australia, and report that its use has considerably changed the work practices of university academics. Por instance, the functions traditionally performed by a single university academic are now more differentiated (disaggregated) and are performed by a network oflearning facilitators. Also, the distinction between academic and non-academic university staff blurs as both take on more 'learning management' roles for example, management of learning facilitators and management of learning resources.