scholarly journals Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan

2018 ◽  
pp. 97-121 ◽  
Author(s):  
Hamlet Isakhanli ◽  
Aytaj Pashayeva
Keyword(s):  
Higher Education ◽  
Soviet Union ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Private Higher Education ◽  
Soviet Period ◽  
Higher Education System ◽  
The Soviet Union ◽  
Education Market ◽  
Higher Education Market

AbstractThe development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.

scholarly journals Transformações Organizacionais, Acadêmicas e na Gestão no Ensino Superior Privado Brasileiro: resultados de um grupo de pesquisa ## Organizational, Academic and Management Transformations in Brazilian Private Higher Education: results of a research group

2020 ◽  
Vol 9 (2) ◽  
pp. 259
Author(s):  
Fernando Antônio Colares Palácios ◽  
Artur Neves De Assis ◽  
Gisele Seabra Abrahim ◽  
Luciana Rodrigues Ferreira
Keyword(s):  
Higher Education ◽  
Research Group ◽  
Higher Education Institutions ◽  
National Research Council ◽  
Private Higher Education ◽  
Practical Strategy ◽  
Education Market ◽  
Critical Approaches ◽  
Higher Education Market ◽  
New Strategies

ResumoO artigo retrata um campo de pesquisa relacionado às novas estratégias empreendidas em Instituições de Ensino Superior Privadas (IESP). Tem por objetivo apresentar um resumo da produção da linha de pesquisa “instituições de ensino superior: mudanças estratégicas”, que constitui um grupo de pesquisa no Conselho Nacional de Pesquisa (CNPQ) e está sediada em um Programa de Pós-graduação em Administração (PPAD). Nos últimos anos, os pesquisadores abordaram a temática utilizando teorias, como institucional, redes, estratégia processual e prática, cultura, identidade e imagem, além de modelos de gestão estratégica. Entre os principais resultados destacam-se as mudanças ocorridas no campo privado, como os novos papeis assumidos pelos coordenadores de cursos, principalmente, na captação e permanência de alunos, secundarizando a função acadêmica. Também a perda do caráter isomórfico das IESP em relação às IES públicas. Foi possível comprovar que práticas avaliativas podem se constituir em importante elemento de aprendizagem organizacional. Mas, também, comungando com abordagens críticas, os docentes retratam a desvalorização da profissão ao assumirem os novos perfis definidos pelo mercado do ensino superior. AbstractThe article portrays a field of research related to the new strategies undertaken in Private Higher Education Institutions (PHEI). Its objective is to present a summary of the production of the research line “higher education institutions: strategic changes”, which constitutes a research group in the National Research Council (NRC) and is headquartered in a Postgraduate Program in Administration (PPAD). In recent years, researchers have addressed the theme using theories such as institutional, networks, procedural and practical strategy, culture, identity, and image, in addition to strategic management models. Among the main results, the changes that took place in the private field stand out, such as the new roles assumed by the course coordinators, mainly in attracting and retaining students, secondary to the academic function. Also, the loss of the isomorphic character of PHEI in relation to public HEIs. It was possible to prove that evaluative practices can constitute an important element of organizational learning. But, also, sharing with critical approaches, the professors portray the devaluation of the profession when taking on the new profiles defined by the higher education market.

Unwarranted Stigma

2019 ◽  
pp. 201-221
Author(s):  
Darryl M. Tyndorf Jr.
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Community Colleges ◽  
Higher Education Policy ◽  
Education Institution ◽  
University Education ◽  
Demand For Education ◽  
Education Market ◽  
New Research ◽  
Higher Education Market

Investment in higher education is essential to improve the knowledge and skills of a country's labor force for economic growth. Higher education is a dynamic context with various institution types. However, the higher education market and research has generally suggested a single higher education institution, university education. Such single entity promotion has informed policies to increase university enrollments and completions resulting in a belief that universities are prestigious institutions that provide greater economic growth while stigmatizing community colleges as less prestigious and of little or no value to economic growth. University models have provided higher education to selected members of society which has not met the global demand for education or improved economic growth. This chapter will demonstrate that community colleges are becoming a higher education policy focus for their ability to provide flexible, short cycle education, and new research demonstrates their short- and medium-term economic impact. Thus, the community college stigma is unwarranted.

scholarly journals Opening universities’ doors for business? Marketization, the search for differentiation and employability in England

2020 ◽  
pp. 1-20
Author(s):  
NICCOLO DURAZZI
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Case Studies ◽  
Higher Education Institutions ◽  
Competitive Environment ◽  
Educational Provision ◽  
Education Market ◽  
Key Driver ◽  
Market Needs ◽  
Higher Education Market

Abstract The article investigates the causes and consequences of the increased engagement of British universities with employability and skills initiatives. By employing case studies of six universities based in England, it asks whether the increased engagement between higher education and the labour market is driven by universities or business and whether such engagement has increased the diversity of the higher education sector. Findings suggest that the alignment between labour market needs and educational provision in universities is strongly mediated by the competitive environment within which higher education institutions have been operating since the late 1990s: the higher education market – not the labour market – is the key driver for universities to engage in employability and skills initiatives. The article also questions the assumption that ‘competition’ leads to ‘differentiation’ in higher education. Rather, isomorphic tendencies seem to prevail over differentiation in the context of a highly competitive higher education market.

Identities of Chinese Community-Based Higher Education Institutions in Malaysia: an Exploration Study Using the Concept of ‘Roots’

2020 ◽  
Vol 9 (1) ◽  
pp. 68-88
Author(s):  
Chang Da Wan ◽  
Molly N.N. Lee ◽  
Morshidi Sirat ◽  
Wen Zhuo Heng
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Private Higher Education ◽  
Chinese Community ◽  
Community Based ◽  
Greater China ◽  
Higher Education System ◽  
Ethnic Chinese ◽  
Private Higher Education Institutions

Abstract Malaysia is a multi-racial country where about a quarter of the population are ethnic Chinese. Arguably, Malaysia is also the only country outside of Greater China to have a ‘complete’ Chinese education track from primary to higher education. The Malaysia higher education system, consisting of both public and private higher education institutions, has five private higher education institutions that can be considered as ‘Chinese community-based’. These institutions were established by various interest groups in the Chinese community with seemingly different purposes. Hence, based on interviews with 23 participants, ranging from institutional leaders, administrators, mid-level academic managers and academic staff across three ‘Chinese community-based’ institutions, this paper explores the identities of these ‘Chinese community-based’ institutions. Using the concept of ‘roots’ (根) as an analytical lens, this paper illustrates three distinctive identities of these institutions which can be described as the ethnically proud (寻根问祖), the accommodator (落地生根) and the uprooted (失根群族). The understanding of these different identities illuminated the fact that there are subtle but crucial differences even across the three selected ‘Chinese community-based’ higher education institutions in Malaysia. More importantly, this diversity has crucial implications for policymaking in the governance of higher education institutions, positioning and branding of these institutions, as well as understanding of educational development of the Chinese diaspora outside of Greater China.

The positioning and competitive strategies of higher education institutions in the United Arab Emirates

2020 ◽  
Vol 34 (1) ◽  
pp. 139-153 ◽  
Author(s):  
Stephen Wilkins
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
Group Analysis ◽  
Competitive Strategies ◽  
Strategic Group ◽  
Content Type ◽  
Education Hub ◽  
Education Market ◽  
Higher Education Market

Purpose The purpose of this paper is to discover how higher education institutions may segment the market in a competitive higher education hub and to assess the usefulness of strategic group analysis as an analytical technique for market and competitor analysis. As a case example of a competitive higher education market, this research investigates how higher education institutions in the United Arab Emirates (UAE) position themselves and compete with one another. Design/methodology/approach The research relied mainly on secondary data, which were obtained from the websites of institutions and regulatory bodies. Then, hierarchical cluster analysis was used to identify strategic groups and institutional competitive strategies in the UAE higher education market. A panel of experts helped interpret and explain the cluster results. Findings Eight distinct institutional clusters were identified, which include public- and privately-owned institutions, as well as elite and specialist institutions. Institution and programme accreditation were found to be particularly important in the UAE market. The institutions in each group appear to operate in a particular market segment, targeting students who have similar needs and wants, and who often share similar demographic features. Practical implications It is concluded that strategic group analysis may help institutions to evaluate potential markets, select target segments and develop competitive strategies. In the UAE market context, the results demonstrate how institutions may position themselves to create strong and distinctive identities. The results of the research may be of interest to higher education institutions that operate in competitive markets, and particularly those that want to evaluate foreign markets. Originality/value This is believed to be the first study to use a strategic group approach for analysing competitors in a higher education hub.

scholarly journals POSSITIONING OG HIGHER EDUCATION INSTITUTIONS ON THE MARKET OF EDUCATIONAL SERVICES

2021 ◽  
Vol I (81) ◽  
pp. 40-52
Author(s):  
Maryna Bilyk ◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Business Environment ◽  
Educational Programs ◽  
Private Higher Education ◽  
Educational Services ◽  
Market Conditions ◽  
Higher Education Institution

For higher education institution, one of the most important tasks is to form its own competitive advantages, search, interest and retain consumers, because the main goal of HEIs is its long-term successful activity based on the quality of educational services. On the one hand, the transition to market relations has contributed to the emergence of nongovernmental (private) higher education institutions, increasing the number of participants and a variety of educational programs. On the other hand, the demand for higher education services has risen sharply. As a result, competition in the education market has intensified, which has prompted higher education institutions to increasingly use marketing to adapt their activities to market conditions. The complexity of positioning a higher education institution is determined by the diversity of consumers of educational services, including employers as representatives of the labor market. Therefore, the task of the educational organization is to find a unique position that, being significant for all or most consumers, would allow the higher education institution to differentiate itself from competitors. The article investigates the directions of positioning of higher education institutions. It is established that as a result of increasing competition in the market of educational services, there is a need for higher education institutions to increasingly use marketing to adapt their activities to market conditions. The essence of the definition of "positioning" from the point of view of different authors is considered, the concept of positioning through the prism of higher education institutions is singled out. The criteria for selecting higher education ЕКОНОМІКА ТА УПРАВЛ ІННЯ НАЦІОНАЛЬНИМ ГОСПОДАРСТВОМ 42 Випуск І (81), 2021 institutions by potential entrants (economic, social, organizational), generalized a survey of respondents to identify areas of positioning (ownership, educational programs, demand for graduates in the labor market, interaction with the business environment, additional services to consumers, staff , opportunities for comprehensive personal development, cost).

scholarly journals Inverted U-shape of Estonian Higher Education: Post-Socialist Liberalism and Postpostsocialist Consolidation

2018 ◽  
pp. 149-174 ◽  
Author(s):  
Ellu Saar ◽  
Triin Roosalu
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
The Other ◽  
Soviet Period ◽  
Doctoral Level ◽  
Higher Education System ◽  
Legal Frameworks ◽  
The One ◽  
Basic Features

AbstractThis chapter provides a description of the basic features of the higher education system in Estonia in the historical perspective, paying special attention to the period during the Soviet time right before the USSR collapse and exploring the developments during the following period up to 2015. It is understood that both the social and political system during the period of socialism, as well as changes in the society during the postsocialist period right after the country became independent, have an impact on the current period. On the other hand, changes in the Estonian higher education system are greatly impacted by external factors, especially processes of Europeanisation and internationalisation of higher education. Tendencies towards standardisation of higher education provision, on the one hand, as well as maintaining differentiation between higher education institutions will be highlighted.The analysis distinguishes four periods of the postsocialist higher education system in Estonia, characterised by different traits. 1988–1992 can be considered a period of chaotic, individually and institutionally driven changes; 1993–1998 saw the major expansion of the higher education system in combination with the development of legal frameworks and quality assurance mechanisms; 1999–2005 indicated the wave of reforms, including following the principles of the Bologna process; from 2006 onwards, new measures are put in place to strengthen the (international) competitiveness and sustainability of the shrinking higher education sector. The main strand of differentiation between the higher education institutions largely follows their formal statuses that stem from the soviet period: the applied higher education institutions on the one hand and the academic universities providing bachelor, master’s and doctoral level education on the other. The further differentiation can be made based on the research intensity of the universities as well as based on their legal status, with some being declared national universities by their dedicated laws.

scholarly journals LEGAL FRAMEWORK FOR HIGHER EDUCATION QUALITY STATE STANDARDS. A CASE OF ALBANIA

2012 ◽  
Vol 42 (1) ◽  
pp. 50-62
Author(s):  
Juliana Latifi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Quality Standards ◽  
Legal Framework ◽  
State Standards ◽  
Private Higher Education ◽  
Education Quality ◽  
The Public ◽  
Higher Education Quality

Albania’s higher education development is very dynamic. Higher education in Albania is being characterized by a massive expansion process and by competition between both the public and private education sectors. The number of higher education institutions has grown fivefold during the last eight years. There are currently thirteen (13) public and forty six (46) private institutions. This article is aimed at the research of analysing the legal framework for higher education quality state standards. This analysis will address three important issues: 1. What is the legal framework for higher education quality state standards? 2. How is the quality assured in higher education institutions? 3. To what extent are Albanian quality standards compared to the European ones? This study is based on an analysis of the domestic and European legislation, interviews with fifteen (15) key persons that are divided into three groups: officials of the Ministry of Education and Science/Public Agency for the Accreditation of Higher Education, officials of the public Higher Education Institution, and officials of private Higher Education in Albania including reports and policy documents. The conclusions of this research article will help in understanding the role of the higher education quality state standards and will contribute to the improvement of the quality legal framework in the country. Key words: standard, quality, legal framework, quality standards, higher education.

scholarly journals Factual Model of Internal Quality Assurance System of Private Higher Education Institutions in Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Andi Mursidi ◽  
Tri Joko Raharjo ◽  
Sugiyo Sugiyo ◽  
Arief Yulianto
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Private Higher Education ◽  
Internal Quality ◽  
Quality Assurance System ◽  
Assurance System ◽  
Internal Quality Assurance ◽  
Private Higher Education Institutions

Quality has increasingly become an important success determiner for higher education institutions. The education quality highly depends on the quality of all management systems run by the higher education institutions. This research aims at explaining the factual model and identifying the main factors influencing the implementation and development of quality assurance system of private higher education institutions in West Kalimantan Province, Indonesia. Research and Development (R&D) method was used as the research methodology to develop the model. Data collection processes start by interviewing the stakeholders of internal quality assurance system at higher education institutions and then distributing questionnaires related to the implementation of internal quality assurance system at each higher education institution. The collected data was then analyzed and synthesized into the factual model. The obtained factual model consisted of three steps: planning, implementing, and evaluating the internal quality assurance. From this factual model, it is revealed that the implementation of internal quality assurance system of private higher education institutions in West Kalimantan Province, Indonesia has not completely become a part of higher education institution accountability orienting on the higher education quality assurance, but more on the temporary purposes, such as higher education institution accreditation purposes.

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