Higher Education Reform in Portugal: A Historical and Comparative Perspective of the New Legal Framework for Public Universities

2013 ◽  
Vol 26 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Alberto Amaral ◽  
Orlanda Tavares ◽  
Cristina Santos
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Public Universities ◽  
Legal Framework ◽  
Higher Education Reform ◽  
Comparative Perspective

scholarly journals University autonomy and internal control

2021 ◽  
Vol 7 (1) ◽  
pp. 589-601
Author(s):  
Dao Thanh Binh
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Internal Control ◽  
Legal Framework ◽  
Higher Education Reform ◽  
Internal Controls ◽  
University Management ◽  
University Autonomy ◽  
Global Trend ◽  
Desk Research

Desk research is conducted to discuss the inevitability of implementing the global trend of university autonomy in Vietnam and the need to strengthen internal controls to minimize university management risks. Comparative analysis is applied to analyze and evaluate the results of piloting university autonomy in different Vietnamese universities to identify the shortcomings and challenges. This study highlights the necessity of applying internal controls in Vietnamese universities to minimize management risks and strengthen accountability, as well as the necessity of completing the legal framework on university autonomy and internal controls to meet the requirements of comprehensive higher education reform in Vietnam. Research on internal control issues in Vietnam are mainly focused on commercial banks and state-owned corporations with only a few such studies in higher education given that the legal requirements for such controls in higher education has only been advanced since 2014. Our research is thus novel currently and offers solutions to the problems of implementation.

scholarly journals Influence of EU and International Institutions in Albanian Higher Education

2017 ◽  
Vol 5 (1) ◽  
pp. 187
Author(s):  
Mphil. Elona Mehmeti
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
International Institutions ◽  
Legal Framework ◽  
Higher Education Reform ◽  
The Other ◽  
Top Down ◽  
Development Policies ◽  
Bologna Agreement ◽  
Enforcement Policies

One of the problems identified in Albanian Higher Education (at least in the last 20 years ) is the bond that exists between the mission that it has and the vision that it is presented in development policies, reforms, strategies and legal framework from which derive these strategies. Is easily perceptible that proper studies on Higher Education are lacking, this fact often leads to the repetition of errors on higher education reform. On the other hand, the lack of clarity has led to the loss of many opportunities on the possibilities of internationalization of Albanian Higher Education, especially regarding the benefits of European funds from EU. The Study on the mission and vision of the Albanian higher education is part of a scientific research which will be presented at the PhD defense, however this article aim to present some of the findings and analyzes related to the vision of Albanian in Higher Education. The years that are compared are those on the Bologna agreement implementation, 2007 - 2013, which referring to the analysis results are years with a clearer vision in its Top - Down enforcement policies.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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