Higher Education Policy

Keresztény szakkollégiumok

by Forray R. Katalin

Who benefits from foreign universities in the Arab Gulf States?

by Stephen Wilkins

The Arab Gulf States are the largest hosts of international branch campuses globally. By increasing higher education... more The Arab Gulf States are the largest hosts of international branch campuses globally. By increasing higher education capacity in the Arab Gulf States by over 30,000 places, foreign institutions have, through various forms of transnational provision, increased significantly the accessibility of higher education to young people living in these countries. However, critics of transnational higher education have suggested that it can be seen as the new neocolonialism, which benefits the providers much more than the receivers. This study aims to identify the stakeholders that might benefit from transnational higher education in the Arab Gulf States, and to examine the extent to which those stakeholders are actually benefiting from it. It was found that transnational higher education is playing a large role in the economic, cultural and social development of the Arab Gulf States.

Higher education in the United Arab Emirates: an analysis of the outcomes of significant increases in supply and competition

by Stephen Wilkins

During the last decade, several countries across the Middle and Far East have established higher education hubs, some... more During the last decade, several countries across the Middle and Far East have established higher education hubs, some of which have grown rapidly by attracting foreign universities to set up international branch campuses. The United Arab Emirates (UAE) is by far the largest host of international branch campuses globally, having over forty providers at the end of 2009. The UAE higher education market has become highly competitive and, in the private sector, supply currently exceeds demand. This paper explores and analyses the outcomes and impacts of this market situation on student recruitment, the student experience, quality and institutional strategies. The long-term viability of international branch campuses in the UAE is also considered, in the context of local political and social issues.

Gender and Teaching in Higher Education by Margaret Miles

by Feminism and Religion

Originally published on the Feminism and Religion project

First thing to say is that your experience in teaching will be different than mine. Then was then (1978); now is... more First thing to say is that your experience in teaching will be different than mine. Then was then (1978); now is now.

My first position (GTU doctorate in history; assistant professor, tenure track) was at the Harvard University Divinity School. My starting pay was 15k and I felt rich because I’d been a grad student! The first thing I needed to know – and didn’t – was that everyone at HDS, students and faculty alike was sure that he/she, but especially she, was an imposter, the one that the search committee or admissions committee had made a mistake in inviting them. I became the first tenured woman at HDS in 1985. At the end of the 80s, still the only tenured woman, with a lot of help from my friends, I initiated a doctoral concentration in Religion, Gender, and Culture.

“Passing” for White to Get Into Harvard? By Grace Yia-Hei Kao

by Feminism and Religion

Originally published on Feminism and Religion project

Asian Americans and Harvard University have been in the news and on my mind recently. The bigger story has been about... more Asian Americans and Harvard University have been in the news and on my mind recently. The bigger story has been about the “Linsanity” surrounding (Harvard grad) New York Knicks player Jeremy Lin who continues to take the NBA by storm.

The smaller story, though one that also made national headlines in  early February, is of the recent decision by the Education Department’s Office for Civil Rights to investigate a complaint that Harvard and Princeton Universities discriminate against Asian Americans in admissions.

According to Daniel Golden of the Bloomberg News who first broke the story:

“Like Jews in the first half of the 20th century, who faced quotas at Harvard, Princeton, and other Ivy League schools, Asian-Americans are over-represented at top universities relative to their population, yet must meet a higher standard than other applicants based on measures such as test scores and high school grades, according to several academic studies.”

Understanding Rules and State Capacity in Higher Education

by Zachary Maggio

Exploring Burton Clark’s Triangle of Coordination in the Context of Contemporary Relationships Between States and Higher Education Systems

by Zachary Maggio

Tracing the Commitment to Access in California Higher Education from the Progressive Era Through the Master Plan of 1960

by Zachary Maggio

Toward a Conceptual Understanding of State Regulation of Higher Education

by Zachary Maggio

Responsiveness and its Institutionalisation in Higher Education

by Francois van Schalkwyk

This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework... more This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possiblean assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher educationsystems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities. 

UNDOCUMENTED IMMIGRANTS AND STATE HIGHER EDUCATION POLICY: THE CONTRASTING POLITICS OF IN-STATE TUITION ELIGIBILITY IN TEXAS AND ARIZONA 1

by Blanca E. Vega

Trends Transforming the Universities of This Century: Virtualize, Disappear, or Transform

by Jennifer Gidley

(2000) Co-authored by Sohail Inayatullah in On the Horizon, Vol. 8, No. 2. pp. 1-6.

States that four trends promise to dramatically change the university of the next century: globalization,... more States that four trends promise to dramatically change the university of the next century: globalization, virtualization, multiculturalism, and politicization, driven by economy and efficiency, technology, values and rights, and power and politics. The article explores the impact of these trends on the future of the university, presents possibilities for structural change, and offers probable scenarios for the future. The conclusions suggest that the Web and globalism may end the monopoly of the traditional university and paradoxically place the transformed university simultaneously at the center of society.

http://www.emeraldinsight.com/journals.htm?articleid=1533853&show=abstract

Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2012). 'Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing', in Beyond Codes and Pixels: Proceedings of the 17th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Thomas Fischer, et al. (Chennai, India: CAADRIA), pp. 659–668

This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital... more This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital revolution. Design is changing in dramatic ways and architecture is changing with it but a well-defined body of knowledge that can serve as a foundation for digital architectural design has – as yet – not been established. Relevant concepts, methods and precedents originate in many fields that are typically well beyond the scope of reading suggested to (or encountered by) students of architecture. This material is highly dynamic, often contradictory and, typically, of varying quality. Presenting this developing body of knowledge to students is a difficult challenge. A suitable pedagogical approach ought to reflect the heterogeneous and volatile nature of the contemporary design discourse enabling critical analysis of existing design practices, evidenced defence of one’s own creative work and successful communication with many heterogeneous stakeholders.

Keywords: critical pedagogy; digital architectural design; architectural theory; architectural education.

Learning the Hard Way

by STAMATIA KREMMYDA

published in 'Insight, Edinburgh University Economics Magazine', page 30

Europe privatizes public debt through student loans

by Vangelis Tsiligiris

Policymakers needed to find macroeconomic answers to respond to massification in higher education and graduate... more Policymakers needed to find macroeconomic answers to respond to massification in higher education and graduate unemployment.

Universities in a State of Exception. In ASA, Anthropology responds to the UK Crisis in HE

by Dimitris Dalakoglou

See: http://www.theasa.org/he_crisis_dalakoglu.shtml

Until recently the mainstream idea was that higher education (HE) has two major purposes: to create knowledge,... more Until recently the mainstream idea was that higher education (HE) has two major purposes: to create knowledge, following certain methods, and to teach and disseminate this knowledge. I do not deny the complex politics of these processes. Nor do I neglect the exclusion of several social categories from universities and the consequent (re)production of hierarchies through HE that Bourdieu (1988), among others, has analysed. However, the increase (in the UK and globally) of the percentage of the population which enters universities arguably constitutes an index of social advancement. Probably in an ideal world we should had free access to universities for everyone who wanted to study in the tertiary level. But of course in a world of mass starvation, war and exploitation, demands linked with education are too utopian. Nevertheless, the question today is not so much quantitative but qualitative: namely even if we achieve in a magical way access to HE for every person who wants it on the planet, does university works towards resolving fundamentally any of these global problems or is it mostly a useful tool of the economic and political establishment? Moreover, is this so-called restructuring of semi-publicly semi-funded HE in Britain (and elsewhere) a systematic attempt to further this model that wants universities to be an even more integral part of the system of economic and political sovereignty? Do universities and academia after all deserve to be defended?

The impact of the economic crisis on higher education

by Vangelis Tsiligiris

University World News, 18 March 2012, Issue No:213

Higher education has been placed at the centre of public debate as a result of the 2008 financial collapse and the... more Higher education has been placed at the centre of public debate as a result of the 2008 financial collapse and the ongoing economic crisis. The main thrust of this debate centres around a rejustification of the role of higher education and a redefinition of its funding relationship with government.

Nevertheless, most of the discussion fails to mention the impact of the economic crisis on higher education. To me, this is important because the economic crisis has changed higher education at both the micro and macro levels.

Accountability and the Public Funding of Higher Education. A Comparison of Stakeholder Views and Institutional Responses in the US and Europe.

by Kata Orosz

In Curaj, A., P. Scott, L. Vlascenau, L. Wilson (Eds.) European Higher Education at the Crossroads: Between the Bologna Process and National Reforms (2012) Springer.

The idea that higher education institutions receiving public funds should be accountable for working towards socially... more The idea that higher education institutions receiving public funds should be accountable for working towards socially desirable goals became increasingly popular on both sides of the Atlantic since the early 1990s. Policies have been introduced to promote accountability in higher education, including various models of performance assessment and performance, or output-based, funding. This paper offers an overview of recent empirical research on performance funding policies in the US and Europe. It compares and contrasts findings from multi-state stakeholder analyses, along with a review of preliminary evidence on the impact of performance funding policies on institutional behaviour and institutional performance. The systematic review of research evidence reveals that higher education institutions with a joint teaching-research mission are more likely to oppose performance funding measures than other academic and non-academic stakeholders, and that academic stakeholders consider performance funds an additional revenue source. The impact of performance funding policies on institutional behaviour and performance is found to be modest at best across studies.

The how and why of academic collaboration: disciplinary differences and policy implications

by Jenny Lewis

Published in Higher Education
Co-authored with Sandy Ross and Thomas Holden
(DOI: 10.1007/s10734-012-9521-8)

A Stages Approach to the Internationalization of Higher Education? The Entry of UK Universities into China

by Joanne Roberts

Co-authored with Xiaoqing Li, The Service Industries Journal, 2012, Vol. 32, No. 7, pp. 1011-1038.

This article contributes to understandings of the internationalization of Higher Education by investigating the extent... more This article contributes to understandings of the internationalization of Higher Education by investigating the extent to which a stages approach is evident in the overseas expansion of universities such that they beginning with exports before moving on to contractual arrangements, then joint ventures and finally the establishment of wholly owned subsidiaries. Focusing on the expansion of UK universities into the Chinese market, the findings from ten case studies reveal that universities do not follow a uniform market entry pattern. Moreover, evidence suggests that access to high level personal networks in China determines the development of high commitment entry modes.

Keywords: Higher Education, Universities, Internationalization, Market Entry, Stages Approach, UK, China.