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Higher Education Policy (higher + education_policy)
Selected AbstractsGLOBALIZATION AND HIGHER EDUCATION POLICYEDUCATIONAL THEORY, Issue 4 2000Paige Porter First page of article [source] Floating Foundations of Higher Education PolicyHIGHER EDUCATION QUARTERLY, Issue 3 2000Jeroen Huisman First page of article [source] The Labour Party and Higher Education: The Nature of the RelationshipHIGHER EDUCATION QUARTERLY, Issue 3 2003Jean Bocock Higher education policy has rarely been a major concern of the Labour Party in the second half of the twentieth century. This article explores the reasons for this and analyses the ideological coalition of the Labour Party in the context of the Welfare State and the commitments to moderate social democratic reformism. Three strands in particular are explored: the dominance of vocational, technological and professional priorities in HE expansion; the influence of utilitarian thinking, broadly construed; and the various social purpose, equality perspectives of those on the Left of the Party. Alongside these strands, has been Labour's reluctance to adopt interventionist policies especially in relation to the so-called elite Universities, and the persistent advocacy of ,modernisation'. Finally, the article considers, within a context of the debate in general political analysis, the potential of the Labour Party within this period to achieve significant reform in the field of higher education, drawing inter alia on the work of Ralph Miliband. [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] Finnish Higher Education Expansion and Regional PolicyHIGHER EDUCATION QUARTERLY, Issue 4 2010Toni Saarivirta This paper concentrates on the expansion of Finnish higher education between the 1960s and 1970s, exposes its background in the light of the policy decisions that were made, compares the unique features of this expansion with those of certain other countries, discusses the impact of the controlled ,top down' governance of higher education policy, and describes the Finnish higher education system today. The paper argues that the driving forces behind universal mass higher education were, on the one hand, changes in the structure of society, and on the other hand, individual demand for education but also increased need for skills in production processes. This was the case in Finland as well but the Finnish higher education expansion was also characterised by regionalism. The actual location of universities in the era of expansion was a function of local political actors who were able to have an influence on ruling political parties. [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] Towards a ,Post-Public Era'?HIGHER EDUCATION QUARTERLY, Issue 1-2 2008Australian Higher Education Policy, Shifting Frames in German Higher education in Germany and Australia is being subject to pressures of market forces, internationalisation and financial constraints. This had led to both systems experiencing significant crisis and change over the past 20 years. In this paper, frame analysis is used to compare the changing policies in each nation and examine the extent to which the landscapes of each system have been transformed. It is found that higher education policy in both nations underwent significant change in the late 1980s and again in the early 2000s, impacting on system structures and institutional forms. There is now evidence of further change occurring in both nations that may mark a transition to a ,post-public era' in higher education. This analysis reveals a degree of convergence in the neo-liberal policy trajectories of both nations but differences in the rate and nature of the transitions taking place. [source] The Re-Framing of Australian Higher EducationHIGHER EDUCATION QUARTERLY, Issue 3 2006David Pick The aim of this paper is to analyse the changes in Australian higher education policy over the past two decades. Using frame analysis, two shifts in higher education policy are identified. The first is in the late 1980s where the view of higher education as having a broad social, economic and cultural role was changed to one that emphasised expansion, marketisation and competition. The second is currently taking place in which universities are becoming seen as business competitors in a global higher education market, and as such, privatisation and deregulation are centrally important. This paper demonstrates the usefulness of frame analysis as a way of examining the systemic effects of policy decisions in a way that draws together and uncovers how the various and complex forces of government policies and broader social and economic events combine to create the difficult terrain through which universities must now plot a course. [source] Times, Measures and the Man: the Future of British Higher Education Treated Historically and ComparativelyHIGHER EDUCATION QUARTERLY, Issue 2 2006Guy Neave This article is a tribute to the life work of Maurice Kogan. Very little of higher education's landscape in the United Kingdom has remained unchanged over the past four decades and this article sets out to analyze the way the perception of the role of universities in society has changed in the intervening period. This it does through three perspectives: continuity and change, continuity in change and continuity in the midst of change. Each yields very different visions of the university. Against this ,inside' view, the second part of the article examines current British higher education policy from an ,outsider' standpoint and very particularly the current strategies towards the European Higher Education and Research Areas. It concludes by arguing that Britain's higher education policy vis a vis Europe re-states a dilemma which these Islands have had to tackle for the best part of the past 250 Years. This dilemma is whether to lay priority on higher education as a global instrument or to endorse a more limited, less ambitious agenda of ,European' integration. [source] Policy Drivers in UK Higher Education in Historical Perspective: ,Inside Out', ,Outside In' and the Contribution of ResearchHIGHER EDUCATION QUARTERLY, Issue 2 2006Michael Shattock Where have been the main policy drivers for the development of British higher education over the last 50 years? This article argues that while higher education policy was once driven from the inside outwards, from the late 1970s it has been driven exclusively from the outside inwards. Policy decisions under either regime were rarely driven by research findings especially from within the higher education community. The current imbalance between ,inside-out' and ,outside-in' policy formation is paradoxically most apparent when the higher education system has a more widely diversified funding base than at any time since the 1930s. The key policy challenge is now not what new policies are needed but what new framework should be developed for policy making. [source] Allowing the Market to Rule: The Case of the United StatesHIGHER EDUCATION QUARTERLY, Issue 2 2003David D. Dill There are increasing calls in the UK and other countries for deregulating universities so that they can better compete in the global market for higher education. Frequent allusions are made to the superiority of the US market-oriented system. But is market competition for first degrees in the US efficient for the larger society? Do the constantly increasing social expenditures for higher education in the US benefit the public interest or do they advantage certain students and faculty members? Two recent economic studies provide greater insight into the impacts of market competition on US higher education. The results of these studies are discussed and their possible implications for higher education policy making in other countries are explored. [source] Race, ethnicity, and higher education policy: The use of critical quantitative researchNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 133 2007Robert T. TeranishiArticle first published online: 12 APR 200 Cross-sectional frameworks, or between-group approaches, in quantitative research in higher education have limitations that hinder what we know about the intersection of race and educational opportunities and outcomes. [source] | ||||||||||