Response to the Commentary “Reassessing Disparity in Access to Higher Education in Contemporary China”

2014 ◽  
Vol 220 ◽  
pp. 1131-1135
Author(s):  
Xiaobing Wang ◽  
Chengfang Liu ◽  
Linxiu Zhang ◽  
Yaojiang Shi ◽  
Scott Rozelle ◽  
...  
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
College Access ◽  
Access To Higher Education ◽  
Education Systems ◽  
Contemporary China ◽  
Major Transitions ◽  
Higher Education Systems ◽  
Urban Male

We thank Anning Hu for carefully reading and commenting on our report “College is a rich, Han, urban, male club: research notes from a census survey of four tier one colleges in China.” We also thank the editor of The China Quarterly for giving us the chance to respond to the commentary. The topic of assessing disparities in college access in China (and other developing countries undergoing major transitions in their higher education systems) is an important one. We hope that our China Quarterly article, Hu's commentary and our response will stimulate more research and dialogue on this topic in China and elsewhere.

scholarly journals Bologna Process in Armenia and Belarus: Successes and Problems

2020 ◽  
Vol 29 (4) ◽  
pp. 136-145
Author(s):  
L. G. Titarenko ◽  
M. I. Zaslavskaya
Keyword(s):  
Higher Education ◽  
Survey Methods ◽  
Bologna Process ◽  
State Funding ◽  
Practical Implementation ◽  
Teaching Staff ◽  
Access To Higher Education ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems

The purpose of the article is to give a comparative analysis of the problems and achievements of the implementation of Bologna principles in higher education systems of the republics of Armenia and Belarus. Based on data from 2017–2019, a comparative study of the modernization of higher education systems of the two countries based on expert survey methods (experts are the administration and the teaching staff of universities), focus groups, content analysis of national media, statistics, and student surveys (only in Belarus), the authors identify the achieved successes and reveal unresolved problems in the process of implementing Bologna principles. It is shown that both countries formally ensured an equal access to higher education for their citizens, employment opportunities for graduates, participation of students and teachers in mobility processes; in both countries, a two-stage system of education and a system of transfer points, as well as a new pedagogical paradigm and competency-based approach have been introduced. At the same time, both countries are experiencing significant objective difficulties, associated primarily with insufficient state funding for higher education systems, inconsistencies between different levels of government, bureaucratization and inertia in the practical implementation of new approaches. Therefore, even with the formal implementation of the Bologna principles in Armenia, the national higher education system did not become a full-fledged participant in the European Higher Education Area. As for Belarus, its priorities remain the national principles of education, which define the boundaries of any educational reforms, including Bologna.

Measuring inequalities in higher education: a politics of science

2011 ◽  
Author(s):  
Gaële Goastellec
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Education Systems ◽  
Social Facts ◽  
Higher Education Systems ◽  
Politics Of Science ◽  
The Uk ◽  
Statistical Indicators

At a time when rankings and the production of data on higher education systems multiply, this article questions the actors' configuration linked to the transformation of statistical indicators into frames used to read the inequalities of access to higher education. Who says what and with what results? Who is responsible for making social facts become things? The comparison and characterisation of the available inequality indicators regarding access to international databases (UNESCO, OECD, EUROSTAT) and national ones (Germany, France, Switzerland and the UK) question the tensions between the various discourses and the indicators produced and interrogate the deep national inscription of these indicators.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

scholarly journals Higher Education in Western Balkans: Recent Trends and Challenges

2016 ◽  
pp. 27-29 ◽  
Author(s):  
Lucia Brajkovic
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Private Sector ◽  
Western Balkans ◽  
Education Systems ◽  
Systematic Data ◽  
Higher Education Systems ◽  
Recent Trends ◽  
Systematic Data Collection

Due to the lack of systematic data collection on national and institutional levels, the higher education systems in the Western Balkans have remained under-researched. This article aims to describe and analyze some of the most salient challenges facing academic sectors in these countries, such as structural issues, growth of the private sector, and EU funding.

scholarly journals The Early Career Paths and Employment Conditions of the Academic Profession in 17 Countries

2010 ◽  
Vol 18 (S1) ◽  
pp. S7-S33 ◽  
Author(s):  
Alice Bennion ◽  
William Locke
Keyword(s):  
Higher Education ◽  
Career Paths ◽  
Research Collaboration ◽  
Developed Countries ◽  
Academic Profession ◽  
Early Career ◽  
Education Systems ◽  
Higher Education Systems ◽  
Employment Conditions ◽  
National Differences

The expansion of higher education systems, new demands on institutions and growing pressures on resources have become common trends across most developed countries. They bring increased expectations of academic staff and appear to lead to greater differentiation in their work roles and activities. At the same time, the backgrounds of some academics are changing and they are developing new specialisms and interdisciplinary collaborations, becoming more mobile domestically and internationally and, for some, the profession is becoming increasingly insecure. The Changing Academic Profession study has produced a rich set of data on the preparation of academics for their roles and the individual circumstances of their working lives, among other aspects of the profession. Respondents to the survey reported on the degrees they have attained, the countries in which they studied for them, the age at which they qualified and the nature of the doctoral training they received. This paper explores the early career paths of academics, makes initial comparisons between different higher education systems and begins to explore how some of these national systems interrelate with each other through academic mobility. Respondents also reported on the disciplines they studied and now teach, the number of institutions worked in and their contractual conditions and income. These data give an indication of the various degrees of flexibility and mobility required of – or chosen by – academics in the early and later stages of their careers and the stability, or perhaps rigidity, of different higher education systems and national career patterns. The data also supplement other evidence of the employment conditions and remuneration of scholars in an increasingly globalised academic labour market.1,2 The conditions of academic work are explored through analysis of the views of survey respondents on the facilities, resources and personnel needed to support it and the degree of research collaboration undertaken. Academics from the 17 countries in the study seem more content with the physical and technical resources provided by their institutions than the personnel and funds available to support teaching and research. Finally, it is suggested that the propensity for collaborative or individual research may be partially related to national differences in academics’ mobility during their training for the profession.

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