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Higher Education Structures (higher + education_structure)
Selected AbstractsTesting the Water: Practitioner Opinion of a Regional Credit Scheme (NICATS)HIGHER EDUCATION QUARTERLY, Issue 3 2001Anthony Cook The Northern Ireland Credit Accumulation and Transfer Scheme encompasses all levels from introductory to doctoral. It was designed to facilitate the progression of learners through both the Further and Higher Education structures in Northern Ireland and has provided the model for developments elsewhere. Part of its development included a consultative procedure that involved curriculum specialists liaising with a wide range of practitioners to identify strengths and problematic areas within the scheme. The consultation found that, at the time (1998), practitioner awareness of CATS schemes was generally poor. Most teachers of lower level courses felt that the scheme in general would add value to their courses since it would place them within a hierarchical framework and indicate to their students clear forward progression routes. Many teachers of multilevel courses (in particular degrees) felt that attempting to define levels within a course would result in a loss of teacher autonomy and a reduction in the flexibility with which courses could be offered. Many interviewees stressed the sequential nature of their subject's structure and the perception that this caused problems for student progression through a system of levels based on generic descriptors. It is concluded that although there was broad practitioner support for NICATS, many of its potential benefits will only be realized after substantial staff development. When implemented, it should result not only in a more transparent description of courses but also substantial development in the delivery of curricula and the assessment of student learning. [source] The Bologna Process: From a European Law PerspectiveEUROPEAN LAW JOURNAL, Issue 2 2010Sacha Garben The Bologna Process, an intergovernmental process of voluntary policy convergence towards a common higher education structure, poses several concerns from a European law perspective. The Bologna Process takes place outside the institutional framework of the EU, while there would have been legal competence to enact the content of the Bologna Declaration as a Community measure. Hence it could be argued that Member States have straddled the borders of loyal cooperation by avoiding the institutional framework of the EC with its built-in checks and balances. They have obstructed the Community in the attainment of its tasks, which stands in tense relation to Article 10 EC. Moreover, there exist several other objections against the Bologna Process, particularly in terms of democracy, transparency and efficiency. The Bologna Process resembles a deal done in a smoke-filled room, and its voluntary character combined with a lack of coordination prevents its effective implementation. [source] Europe and the Crisis in Scientific VocationsEUROPEAN JOURNAL OF EDUCATION, Issue 4 2005BERNARD CONVERT During the 1990s, the number of students enrolling in science subjects at universities was declining each year in Germany, France, Italy, amongst other countries. These decreases are too readily attributed to a general disaffection caused by the image that younger generations have of scientific studies: they are seen as being the most ,difficult'. This explanation is true but not sufficient. Over and above the similarities that can be seen between European countries , which stem from the fact that they are simultaneously experiencing strong growth in and democratisation of their student populations ,, profound differences continue to exist, resulting in apparently similar effects, but with very different causes. Not only do higher education structures taken as a whole remain very different despite the Bologna process, but more fundamentally, the very meaning of the higher education system within each national society, its relationship with employment, and its position in individuals' personal career paths all vary. A comparison between Germany, Italy and France shows three ideal types of relationship between training and employment and three ways of explaining symptoms that appear similar. [source] The impact of state governance structures on management and performance of public organizations: A study of higher education institutionsJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2004Jack H. Knott Legislative statutes are passed by political majorities which support structures that insulate the implementing agency from its political opponents over time. Political actors also respond to different constituencies. Depending on the broad or narrow base of these constituencies, actors favor different kinds of governance structures. We apply this theoretical framework to the question of whether the state governance structures of boards of higher education affect the way university managers allocate resources, develop sources of revenue, and promote research and undergraduate education. Over the past two decades state governments have given considerable attention to state governance issues, resulting in many universities operating in a more regulated setting today. This paper develops a classification of higher education structures and shows the effects of differences in these structures on university management and performance using a data set that covers the period from 1987 to 1998. The analysis suggests that, for most of the measures, productivity and resources are higher at universities with a statewide board that is more decentralized and has fewer regulatory powers. © 2004 by the Association for Public Policy Analysis and Management. [source] The EFQM Excellence Model®: Higher Education's Latest Management Fad?HIGHER EDUCATION QUARTERLY, Issue 4 2005Paul Temple Robert Birnbaum argues that higher education tends to adopt management fads , newly conceived techniques enjoying brief popularity but which fail to live up to their promoters' claims , at the point when the corporate sector and government are discarding them. Although fads may have failed in these sectors because of various reasons, their failure usually to engage with the complexity of higher education's structures and processes makes their failure here virtually inevitable. The European Foundation for Quality Management Excellence Model, it is argued here, is a classical fad in Birnbaum's sense, showing conceptual weaknesses and being unlikely to engage with the particular characteristics of higher education. The introduction of the Excellence Model into UK higher education is shown to have followed closely the path that Birnbaum has identified; there are also preliminary signs suggesting that it will decline along the predicted trajectory. [source] | ||||||||||