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.

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 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 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 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.

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