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Higher Education (higher + education)
Kinds of Higher Education Terms modified by Higher Education Selected AbstractsTHE PRACTICE OF HIGHER EDUCATION: IN PURSUIT OF EXCELLENCE AND OF EQUITYEDUCATIONAL THEORY, Issue 4 2006David Bridges He considers whether some of the changes in practices linked to the massification of higher education have in fact resulted in the breakdown of higher education as a practice, at least on Alasdair MacIntyre's definition of the term. Specifically, Bridges examines whether higher education has lost its sense of the forms of human excellence around which its life is constructed. Finally, he points to issues of equity raised by the huge variety of forms that higher education now takes and asks whether this variety might mean that students are winning entry to some very different qualities of experience when judged against the requirement that they should contribute to the development of human excellence. [source] PERSPECTIVE: TEACHING EVOLUTION IN HIGHER EDUCATIONEVOLUTION, Issue 10 2002Brian J. Alters Abstract., In the past decade, the academic community has increased considerably its activity concerning the teaching and learning of evolution. Despite such beneficial activity, the state of public understanding of evolution is considered woefully lacking by most researchers and educators. This lack of understanding affects evolution/science literacy, research, and academia in general. Not only does the general public lack an understanding of evolution but so does a considerable proportion of college graduates. However, it is not just evolutionary concepts that students do not retain. In general, college students retain little of what they supposedly have learned. Worse yet, it is not just students who have avoided science and math who fail to retain fundamental science concepts. Students who have had extensive secondary-level and college courses in science have similar deficits. We examine these issues and explore what distinguishes effective pedagogy from ineffective pedagogy in higher education in general and evolution education in particular. The fundamental problem of students' prior conceptions is considered and why prior conceptions often underpin students' misunderstanding of the evolutionary concepts being taught. These conceptions can often be discovered and addressed. We also attend to concerns about coverage of course content and the influence of religious beliefs, and provide helpful strategies to improve college-level teaching of evolution. [source] DISABILITY LESSONS IN HIGHER EDUCATION: ACCOMMODATING LEARNING-DISABLED STUDENTS AND STUDENT-ATHLETES UNDER THE REHABILITATION ACT AND THE AMERICANS WITH DISABILITIES ACTAMERICAN BUSINESS LAW JOURNAL, Issue 1 2003Susan M. Denbo [source] LIBERALIZATION AND THE PUBLIC SECTOR: THE PRE-EMINENT ROLE OF GOVERNMENTS IN THE ,SALE' OF HIGHER EDUCATION ABROADPUBLIC ADMINISTRATION, Issue 2 2009ANNELIESE DODDS Much recent scholarship concerning liberalization has emphasized the role of regulatees, rather than governments, in promoting liberalization. This article examines such scholarship in the light of an important development in the British and French public sectors,the creation of new agencies (the Education Counselling Service and EduFrance) to ,sell' British and French higher education to potential international students. The new agencies attempted to induce two things: competition amongst higher education institutions for the recruitment of international students from developed and emerging economy countries, and the commodification of these students. This article shows that, contrary to existing theories of liberalization, governments were pre-eminent in pushing forward this liberalization, while higher education institutions attempted to hold it back. [source] PUBLIC SECTOR REFORM IN DUTCH HIGHER EDUCATION: THE ORGANIZATIONAL TRANSFORMATION OF THE UNIVERSITYPUBLIC ADMINISTRATION, Issue 1 2007HARRY F DE BOER During the past few decades traditional state-centred governing arrangements have been critiqued and replaced by alternative modes of governance. Higher education is one of the public sectors where such shifts in governance have been seen. As a consequence of the reshuffling of authority and responsibilities across the different levels in Dutch higher education, universities as organizations have become important foci of attention in the system's coordination. The main question addressed in this article is to what extent we can speak of an organizational transformation of Dutch universities. Based on conceptual ideas from researchers such as Greenwood and Hinings (1996), Ferlie et al. (1996), and Brunsson and Sahlin-Andersson (2000), we use a framework that focuses attention on the concepts of the construction of identity, hierarchy and rationality to systematically analyse the various aspects of transformations of professional organizations. [source] Curricular Planning along the Fault Line between Instrumental and Academic Agendas: A Response to the Report of the Modern Language Association on Foreign Languages and Higher Education: New Structures for a Changed World,DIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 2 2009Ingeborg Walther In calling for new governance structures and unified curricula, the MLA Report distinguishes between instrumental and constitutive views of language that characterize our often schizophrenic agendas of language acquisition on the one hand, and disciplinary knowledge on the other. This paper explores some common theoretical insights from the fields of language acquisition and cultural studies that interrogate these views, providing a basis for sustained collaboration around curricula among faculty on both sides of the divide. While these have already yielded the kinds of curricular innovations recommended by the Report, a case is made for more radical changes in hiring practices, distribution of teaching and service, reward structures, and graduate education , changes which have the capacity to transform the institutional values upon which they will also depend. [source] Affirmative Action in Higher Education: How Do Admission and Financial Aid Rules Affect Future Earnings?ECONOMETRICA, Issue 5 2005Peter Arcidiacono This paper addresses how changing the admission and financial aid rules at colleges affects future earnings. I estimate a structural model of the following decisions by individuals: where to submit applications, which school to attend, and what field to study. The model also includes decisions by schools as to which students to accept and how much financial aid to offer. Simulating how black educational choices would change were they to face the white admission and aid rules shows that race-based advantages had little effect on earnings. However, removing race-based advantages does affect black educational outcomes. In particular, removing advantages in admissions substantially decreases the number of black students at top-tier schools, while removing advantages in financial aid causes a decrease in the number of blacks who attend college. [source] Reforming Youth Allowance: The "Independent-at-Home" CategoryECONOMIC PAPERS: A JOURNAL OF APPLIED ECONOMICS AND POLICY, Issue 4 2009Bruce Chapman I22; I28; I38 The Review of Australian Higher Education (2008) recommended the elimination of the Youth Allowance (YA) category known as "Independent-at-Home" (IAH), a policy position which has been endorsed by the Australian Government. The concern is students gaining access to YA through this eligibility criterion are not disadvantaged and that consequently this aspect of the system is inequitably targeted. To cast light on this possibility, the research reported here examines the household income circumstances of individuals in the IAH category in a comparison with otherwise similar students. The research methods employed are indirectly due to the lack of available data, but we are able to adjust information from the HILDA survey to address the issue. The evidence is that, in the 2001 to 2006 period, a large proportion of those in the IAH category were not disadvantaged, which is support for the position of the Review and the government's response to it. [source] Equality and Merit: A Merit-Based Argument for Equity Policies in Higher EducationEDUCATIONAL THEORY, Issue 4 2005Evan Simpson We assume, for the sake of argument, that the sole purpose of colleges and universities is the advancement of knowledge through teaching and research, and that academic merit, as defined by each discipline, ought to be the only relevant criterion in admissions and hiring decisions. Even on this restrictive set of assumptions, we argue that hiring and admitting women and people of color is sometimes the best way for colleges and universities to advance knowledge. We then address two objections to our argument, that race and sex are no more relevant than being left- or right-handed, and that the epistemic attributes we ascribe to women and people of color belong to people as individuals, not as members of certain groups. We conclude that academic merit and social justice are mutually compatible. [source] The Emergence and Institutionalisation of the European Higher Education and Research AreaEUROPEAN JOURNAL OF EDUCATION, Issue 4 2008ERIC BEERKENS Since the European unification project started in the 1950s, rules, regulations and policies have been formulated by the European Union (and its predecessors) to facilitate the flow of products and people; those who benefited from the increasing transnational exchange urged European actors to remove remaining obstacles and further facilitate European trade and mobility. In the field of higher education and research, this transnational activity has led to the emergence of European rules, a strengthening of European institutions and the development of a European higher education and research community. In other words, it has led to the institutionalisation of the European higher education and research area (EHERA). The argument put forward in this article is that these three dimensions and the increase in transnational activity shape a dynamic process of which further integration of the EHERA is likely to be a result. [source] The Creation of a Vocational Sector in Swiss Higher Education: balancing trends of system differentiation and integrationEUROPEAN JOURNAL OF EDUCATION, Issue 4 2003Juan-Francisco Perellon The article discusses the establishment of a vocational sector in Swiss higher education as a complement to the existing two-tier system of cantonal Universities and federal Institutes of technology. The origins of this new player, its missions and organisational features are discussed. This overall discussion is placed into the context of changing landscape of Swiss higher education policy characterised by increasing pressures for geographical reorganisation of the higher education sector under the auspices of a more direct role of the federal government. The article makes two points. First, it argues that the creation of a vocational sector in Swiss higher education combines two contradictory trends. On the one hand, this new sector tends to provide differentiation at the system level, through the creation of a new, more marked-oriented sector of higher education. On the other hand, system differentiation at the system level is threatened by increased demands for greater inter-institutional cooperation and system integration, emanating principally from the federal level. Second, the article also argues that the distinction between ,academic/scientific' vs. ,vocational/professional' education generally referred to when studying the emergence of non-university sectors in higher education, is not pertinent for the analysis of the Swiss case. Two reasons are brought forward to sustain this argument. First, this distinction reinforces an artificial binary divide, no longer relevant to assess the evolution of higher education institutions placed in a context of academic and vocational drifts. Second, the ,academic' vs. ,professional' opposition does not take into consideration the political organisation of the country and how this impacts on policy making in higher education; a crucial element in the Swiss context. [source] Quality and European Programme Design in Higher EducationEUROPEAN JOURNAL OF EDUCATION, Issue 3 2003Julia González First page of article [source] Increasing or Widening Participation in Higher Education?EUROPEAN JOURNAL OF EDUCATION, Issue 1 2003a European overview First page of article [source] Emerging Concepts of Academic Leadership and their Implications for Intra-institutional Roles and Relationships in Higher EducationEUROPEAN JOURNAL OF EDUCATION, Issue 1 2002Mary Henkel [source] Lifelong Learning and Higher Education: The Swedish caseEUROPEAN JOURNAL OF EDUCATION, Issue 3 2000Berit Askling First page of article [source] Policies for Lifelong Learning and for Higher Education in Norway: correspondence or contradiction?EUROPEAN JOURNAL OF EDUCATION, Issue 3 2000Ellen Brandt First page of article [source] Higher Education and Graduate Employment in AustriaEUROPEAN JOURNAL OF EDUCATION, Issue 2 2000Paul Kellermann First page of article [source] Higher Education and Graduate Employment in FinlandEUROPEAN JOURNAL OF EDUCATION, Issue 2 2000Osmo Kivinen First page of article [source] Retaking the Register: Women's Higher Education in Glasgow and Beyond, c. 1796,1845GENDER & HISTORY, Issue 2 2000Sarah J. Smith First page of article [source] Feminist Research Management in Higher Education in Britain: Possibilities and PracticesGENDER, WORK & ORGANISATION, Issue 5 2010Natasha S. Mauthner This article aims to explore the possibilities and ambivalent practices of feminist management in the context of research management in higher education in Britain. Drawing on a reflexive and critical analysis of our experiences of contract research and research management over the past 15 years, we discuss the challenges of putting feminist management principles into practice in team-based and collaborative research projects. By rendering academic cultures increasingly competitive, individualist and managerial, we argue, new managerialist reforms in higher education over the past two decades have intensified those very aspects of academic life that feminists have long struggled with. In particular, in creating the new subject position of research manager, with concomitant institutional expectations and obligations, new managerialism has exacerbated tensions between our identities as feminists, scholars and managers and between collective, individual and institutional needs and aspirations. We illustrate these tensions through a discussion of four related aspects of team research which, we suggest, undermine attempts at implementing the feminist ideals of intellectual equity and political equality: divisions of labour in research teams; divisions of intellectual status and the differential valuation of researchers and research labour; divisions of formal power and the management structure of research teams; and exertions of informal power and the micropolitics of research teams. We suggest that feminist research management and feminist management, more generally, need to recognize and accept differences and inequalities among feminists and work with these issues in reflexive, ethical and caring ways. [source] Dangerous Work: The Gendered Nature of Bullying in the Context of Higher EducationGENDER, WORK & ORGANISATION, Issue 2 2004Ruth Simpson This article discusses results from a research project which set out to investigate gender differences in the nature and experience of bullying within the higher education sector. Gender differences emerged in the form and perception of bullying as well as in target responses. Results also indicate that, irrespective of gender, bullies can capture and subvert organizational structures and procedures (such as official hierarchies, mentoring systems and probationary reviews) to further their abuse of the target and to conceal their aggressive intent. These outcomes are discussed in relation to gendered assumptions behind management practices and in relation to the masculinist ethic that underpins many higher education management initiatives. Overall, results indicate that bullying cannot be divorced from gender and that such behaviour needs to be seen in a gendered context. [source] Gender and New Public Management: Reconstituting Academic SubjectivitiesGENDER, WORK & ORGANISATION, Issue 4 2002Robyn Thomas This article is located within the context of British Higher Education. It examines the ,radical reforms' of New Public Management (NPM) (marketization and managerialism) in the management of university organizations. The article has two main aims. First, to explore the extent to which NPM initiatives have influenced individual women academics's day,to,day experiences of the gendered academy and their professional identities. Second, to understand individuals' active responses to NPM to develop theorizing of individual resistance in public service organizations. Adopting a Foucauldian feminist framework, it is suggested that the introduction of NPM presents a site for political struggle for women academics. The article explores the gendered nature of NPM, to determine how, in three individual universities, different women academics have responded to the ,managerialist challenge'. Finally, the article focuses on the ways in which different women academics might accommodate, resist, or transform the discourses of NPM, the factors facilitating this, and the material outcomes. [source] The Transformation of Higher Education in Israel since the 1990s: The Role of Ideas and Policy ParadigmsGOVERNANCE, Issue 4 2008GILA MENAHEMArticle first published online: 22 SEP 200 This article examines the transformation of Israel's higher education system since the 1990s. During that period, the system underwent expansion, diversification, privatization, and internationalization in a series of pathbreaking reforms. The main argument is that while external factors,such as demographic trends,exerted pressure for change, the trajectory and policy options preferred were shaped by ideational factors. Policy entrepreneurs played a crucial role in advancing pathbreaking institutional change when they reframed policies through linking cognitive ideas of "what has to be done" with the normative ideas that granted legitimacy to the proposals for reform. [source] Research Productivity and Social Capital in Australian Higher EducationHIGHER EDUCATION QUARTERLY, Issue 2 2010Mohammad Salaran This study investigates the role of social capital in raising research productivity in academic institutions. Social capital as a strategic resource embedded in social relationships can be utilised towards decreasing pressures from external environmental conditions, such as the global financial crisis. A survey was sent to academic staff in five universities in Victoria, to collect data regarding their frequency of communications and research productivity. The findings indicated that there is a significant and positive correlation between social interactions and research productivity. Regression analysis demonstrated that social interactions as an independent variable predict research productivity of academics. [source] Stratification in Higher Education, Choice and Social Inequalities in GreeceHIGHER EDUCATION QUARTERLY, Issue 1 2010Eleni Sianou-Kyrgiou Higher education has expanded to a remarkable extent in many countries in recent decades. Although this has led to high levels of participation, inequalities not only persist but are also strengthened. The persistence of inequalities is partly the result of policies for the widening of participation having been accompanied by institutional stratification with educational choices being unequal and socially defined. There is evidence that with the development of new university departments and the increase in the number of university entrants in Greece, a stratified system of higher education has emerged. This study draws on quantitative data that provides evidence that choice has been driven largely by the students' social class: the close relationship between social class and educational opportunities has remained intact. Furthermore, social inequalities in access and distribution in higher education persist, despite the substantial increase in participation in higher education. Social class is a key factor in the interpretation of choice of study, which, along with the performance in the national level examinations that determines entrance into universities, has also led to the increase in the stratification of higher education institutions. [source] Higher Education, Further Education and the English ExperimentHIGHER EDUCATION QUARTERLY, Issue 4 2009Gareth Parry England has a two-sector system of higher education and further education. Shaped by legislation in 1988 and 1992, the architecture of this system was intended to concentrate each type of education in separate institutions and separate sectors. In recognition of these different missions, each territory came under different funding and regulatory regimes, with little or no movement of institutions anticipated between sectors. These arrangements continue, although Government policy is now to support and expand higher education in further education colleges. This policy turnaround is part of a larger strategy or experiment to change the future pattern of demand for, and supply of, undergraduate education. However, the college contribution to this new higher education is neither co-ordinated nor protected. Rather, further education colleges compete as well as collaborate with institutions in the higher education sector, under conditions of complexity, uncertainty and dependency. [source] Harmonising Higher Education and Innovation Policies: Canada from an International PerspectiveHIGHER EDUCATION QUARTERLY, Issue 1 2009Marie Lavoie Abstract This paper focuses on the relevance of harmonising higher education and innovation strategies in the context of fostering economic growth, illustrated by the particular weak point in the case of Canada. The present-day market for highly-skilled labour is global and therefore increasingly porous. A government that wishes to avoid losing its highly-skilled workers to countries that can provide more attractive conditions must aim at investing simultaneously in tertiary education and science and engineering infrastructure. Ideally, supply (higher education) and demand side (innovation) policies would interact in a balanced way. Canada is located at the two extreme ends of investment in higher education and innovation and will be compared to other OECD countries. The paper concludes that seeking policy convergence in innovation and higher education with leading countries is not sufficient to reach growth and can produce disappointing results for talented people whose career expectations may remain unfulfilled. It is therefore crucial for a country to develop higher education and innovation ,in harmony' with the global context and also to achieve harmony between other policies and institutions in its own national context. [source] The Unfolding Trends and Consequences of Expanding Higher Education in Ethiopia: Massive Universities, Massive ChallengesHIGHER EDUCATION QUARTERLY, Issue 1 2009Kedir Assefa Tessema Abstract There have been significant increases in the number of universities and student enrollments in the last fifteen years in Ethiopia. The numerical gains have brought about improved access to higher education for students. The expansion has also diversified fields of study and opened opportunities to pursue higher degrees to a significant number of students. Furthermore, the opportunity created for the university staff includes increased university job security, positions in the university leadership and scholarships for PhD degrees. On the other hand, the downside effects of the massification have worsened the conditions of university teaching staff. Among others, it has resulted in increasing work load and extended work schedules for academic staff. A managerialist culture has evolved that measures teaching against instrumental outcomes. There is a sense of deprofessionalisation and deskilling among staff manifested in practices that are disconnections from professional knowledge, skills and attitudes. As staff are increasingly over-engaged, by taking more weekly class hours and managerial responsibilities, less ,down time' is available to keeping with developments in their fields of specialisation and practice [source] The Change from Private to Public Governance of British Higher Education: Its Consequences for Higher Education Policy Making 1980,2006HIGHER EDUCATION QUARTERLY, Issue 3 2008Michael Shattock This article argues that in moving from being self governed to being state governed the policy drivers for higher education are no longer those of the system itself but are derived from a set of policies designed for the reform and modernisation of the public sector of the economy. The formation of higher education policy therefore needs to be reinterpreted as an adjunct of public policy, rather than as something intrinsic to higher education. The impact of ,new public management' approaches and of political interventions are explored in illustrating the consequences of the centralisation of the management of the public services and of higher education becoming an issue in national politics. [source] Horizontal and Vertical Differentiation within Higher Education , Gender and Class PerspectivesHIGHER EDUCATION QUARTERLY, Issue 1-2 2008Caroline Berggren The study outline differences among classes and genders within higher education. Because of the expansion of places of study, higher education has lost some of its former selectivity. The matriculation of one full birth cohort into Swedish higher education was studied. The results showed that the enrolment of working- and intermediate-class women had increased, while women from the upper-middle class, also previously enrolled in higher education, had expanded their educational options becoming involved in prestigious and previously male-dominated programmes. [source] | ||||||||||||||||||||||||||||||||||||||||