scholarly journals Organisational forms of science communication: the UK and Spanish European higher education systems as paradigms

2021 ◽  
Author(s):  
Gabriela Ojeda-Romano ◽  
Viviana Fernández-Marcial ◽  
Clare Wilkinson ◽  
A. Erik Stengler
Keyword(s):  
Higher Education ◽  
Science Communication ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Scientific Culture ◽  
Education Systems ◽  
Communication Management ◽  
Higher Education Systems ◽  
Leading Role ◽  
The Uk

AbstractAs key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.

scholarly journals Challenges to Higher Education in Laos and Cambodia

2019 ◽  
pp. 20-21 ◽  
Author(s):  
Martin Hayden
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Private Higher Education ◽  
Institutional Autonomy ◽  
Education Systems ◽  
Higher Education Systems

The higher education systems in Laos and Cambodia have been expanding rapidly over recent years, but with increasing reliance on a teaching-only private higher education sector, the quality of which is extremely variable. Public-sector higher education institutions, though generally considered more prestigious to attend, are severely constrained by a lack of institutional autonomy and limited budgets, and so their quality is also a matter for concern.

Is There a Future for Higher Education Institutions in the Knowledge Society?

2012 ◽  
Vol 20 (2) ◽  
pp. 195-202 ◽  
Author(s):  
John Brennan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Social Institutions ◽  
Institutions Of Higher Education ◽  
Education Systems ◽  
Private Benefits ◽  
Public And Private ◽  
Higher Education Systems

The paper considers the growing diversity of higher education systems and institutions by exploring three main trends of expansion, differentiation and globalisation together with linked features concerning new forms of governance and more responsive relationships with other social institutions. At the heart of this expansion and differentiation are a number of tensions concerning the role of modern higher education systems: to do with balancing autonomy and responsiveness, reproductive and transformative functions, public and private benefits, economic and broader socio-political agendas. The paper goes on to ask whether future knowledge societies will continue to need separate institutions of ‘higher’ education and, if the answer is yes, what form these will take.

The systemic approach as an instrument to evaluate higher education systems: Opportunities and challenges

2021 ◽  
Author(s):  
Juan Aparicio ◽  
Dorys Yaneth Rodríguez ◽  
Jon Mikel Zabala-Iturriagagoitia
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Analytical Framework ◽  
Evaluation Framework ◽  
Integrative Review ◽  
Evaluation Instrument ◽  
Review Of The Literature ◽  
Education Systems ◽  
Higher Education Systems ◽  
Methodological Guidelines

Abstract This article aims to provide a systemic instrument to evaluate the functioning of higher education systems. Despite systemic instruments have had a strong impact on the management of public policy systems in fields such as health and innovation, higher education has not been widely discussed in applying this type of instrument. Herein lies the main gap that we want to close. The ultimate purpose of the evaluation instrument introduced here is thus to provide information for decision-makers, so these can identify the strengths/weaknesses in the functioning of their respective higher education systems from a systemic perspective. To achieve the previous goal, we apply the methodological guidelines of the integrative review of the literature. An integrative review of the literature was chosen because it guides the extraction of quantitative evidence from the literature and its classification, with the purpose of integrating the results into an analytical framework. This resulting analytical framework is what we have labelled as the systemic evaluation instrument. The article makes three contributions to the literature. First, the different types of higher education institutions considered in the literature and the higher education systems analysis scales are evidenced. Second, we identify the capacities and functions examined by the literature so that higher education institutions and higher education systems can fulfil their missions. Third, a systemic evaluation framework for higher education institutions and higher education systems is presented. The article concludes with a discussion of the opportunities and challenges associated to the implementation of such a systemic framework for policymaking.

scholarly journals Governance and Regulation: Do UK Messages Have International Relevance?

2015 ◽  
pp. 24-26
Author(s):  
Robin Middlehurst
Keyword(s):  
Higher Education ◽  
The State ◽  
Democratic Participation ◽  
Education Systems ◽  
International Context ◽  
Higher Education Systems ◽  
Role Of The State ◽  
The Uk

Reviews of governance and regulation have occupied three of the four countries of the UK in 2011-2014.  The debates, arguments and negotiations that underpin these reviews reveal different ideological positions about the role of the state, balances between accountability and autonomy and democratic participation in the governance of institutions by staff and students.  External drivers are also part of the picture as governments and institutions alike seek to position themselves in a changing international context. It is hoped that both the ideological debates and the operational solutions developed in the UK will have wider resonance for other countries and regions engaged in the modernisation, expansion, development or re-construction of their higher education systems.

scholarly journals Burton Clark's The Higher Education System: Academic Organization in Cross-National Perspective

2010 ◽  
Author(s):  
John Brennan
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
System Level ◽  
Recent Analysis ◽  
Education Systems ◽  
Business World ◽  
Higher Education System ◽  
Higher Education Systems ◽  
The University

In The Higher Education System , Burton Clark provides a model for the organisational analysis of higher education institutions and systems. Central to the model are the concepts of knowledge, beliefs and authority. In particular, Clark examines how different interest groups both inside and outside the university shape and subvert the management of change. Within the university, Clark notes the tensions between the 'enterprise' and the 'discipline' and at the system level between the state authority, the market and the academic oligarchy. In considering the applicability of Clark's model to an understanding of today's higher education systems and institutions, one can note a weakening of boundaries both within higher education institutions and between them and other institutions of society. Arguably, there has been a lessening of the organisational distinctiveness of universities and an invasion by the language and ideas of the business world. The broadening of the social functions of modern higher education systems may be one of the reasons why academic authority seems to be subject to greater external challenge. Nevertheless, much of Clark's analytic model remains highly relevant to our understanding of higher education systems and institutions even if their empirical manifestations have changed over the intervening years. Clark's model shares much in common with a more recent analysis of the changing relationship between higher education and society conducted as part of a recent project of the European Science Foundation, although changes in emphasis and in authority relationships are also revealed.

scholarly journals Assessment of institutional autonomy of higher education institutions: methodical approach

2018 ◽  
Vol 2 (1) ◽  
pp. 72-84
Author(s):  
Olena Rayevnyeva ◽  
Iryna Aksonova ◽  
Viktoriia Ostapenko
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Methodological Approach ◽  
Educational Activity ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Education Systems ◽  
Higher Education Systems ◽  
Methodical Approach

In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment and management of institutional autonomy of the HEI. The authors carried out a comparative analysis of the models of university autonomy, international and national approaches to the assessment of the components of institutional autonomy such as organizational, personnel, academic and financial. The methodical approach to the evalution of the institutional autonomy of the HEI is developed. The proposed methodological approach is aimed at the formation of an information space for simultaneous comparison and assessment of the level of institutional autonomy of HEI and indicators that affect it. This approach combines the results of grouping the autonomy of higher education systems of the countries and their HEI according to homogeneous groups and the results of calculating the integral indicator of the quality of scientific and educational activity within each component of institutional autonomy, which allows to determine the position of a specific HEI on the level of autonomy in the proposed matrix of recognition of the situation.

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