Convergence and Divergence in Research, Higher Education and Innovation Policies

2013 ◽  
Author(s):  
Antti Pelkonen ◽  
Tuula Teräväinen-Litardo
Keyword(s):  
Higher Education ◽  
Convergence And Divergence ◽  
Innovation Policies

scholarly journals Conscientious internationalisation in higher education: contextual complexities and comparative tensions

2020 ◽  
Vol 21 (4) ◽  
pp. 653-665
Author(s):  
Susan Ledger ◽  
Colleen Kawalilak
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
International Education ◽  
European Association ◽  
Ethical Practices ◽  
Internationalisation Of Higher Education ◽  
The Usa ◽  
Convergence And Divergence ◽  
Critical Policy ◽  
Constitutive Principles

AbstractIn this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit’s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity.

Towards Convergence in European Higher Education through Open Innovation

2014 ◽  
pp. 241-263
Author(s):  
Eliza Laura Coraş ◽  
Adrian Dumitru Tanţãu
Keyword(s):  
Higher Education ◽  
Open Innovation ◽  
Quality Of Higher Education ◽  
European Universities ◽  
Industry Collaboration ◽  
Management Perspective ◽  
European Higher Education ◽  
University Industry ◽  
Innovation Policies

Universities are considered the main sources of innovation; yet, in practice, their potential as collaboration partners in the scope of innovation creation is underexplored, being last mentioned by firms as collaborators. Moreover, firms' innovation policies tend to change their focus by driving success more often from collaboration with universities. Given the direct influence of quality of higher education on the capacity of the business sector to innovate, in this chapter the authors address the issue of collaborating with higher education institutions through open innovation by fostering university-industry collaboration and a more entrepreneurial mindset in universities. The authors offer evidence from European universities in order to illustrate the benefits of such partnerships and also the barriers that hamper the open innovation objectives by applying a risk management perspective. Furthermore, they explore with examples how Romanian universities take this path of collaboration.

Convergence and Divergence in the Global Higher Education System: The Conflict between Qualifications and Skills

2019 ◽  
Vol 8 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Dirk Van Damme
Keyword(s):  
Higher Education ◽  
Education System ◽  
Global Scale ◽  
Value Chains ◽  
Regional Economies ◽  
Education Policies ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Higher Education Policies ◽  
Convergence And Divergence

Abstract Globally, higher education is expanding at an unprecedented pace. But two competing forces seem to be at work. The first is globalization: higher education systems are globalizing, especially through international research networks and global rankings which fuel competition on a global scale. Internationally comparable qualification frameworks, credit transfer, internationalization policies and quality assurance and accreditation arrangements work towards globally exchangeable qualifications. But the second force, driving institutions to deliver skills which are relevant for the national and regional economies, works against convergence. The skills equivalents of national qualifications remain very different across countries. The skills agendas, driven by countries’ position in global value chains, drive unequal outcomes. The consequence is that the global higher education system will remain characterized by huge inequalities, which are perceived as quality differences. Higher education policies need to find a balance between integration in the global higher education order and serving the domestic skills needs.

Sign in / Sign up

Export Citation Format

Share Document