The impact of recent Irish higher education policy on a Catholic University-level College of Education and the Liberal Arts

Abstract The determinants of higher education policy have their sources in various spheres, such as economic, social, educational, national policy, administrative, and demographic. Problems for the development of higher education also stem from these spheres. One of them is the challenging demographic situation that is a significant element of developing higher education in southern Poland (particuarly in the Silesia region). Given this context, this article aims to indicate the policies of the universities in the region which respond to the existing demographic threats. This relationship is to confront student opinions regarding their vision for their education and future career within the current demographic situation. Using research-based on an analysis of university and regional local government strategic documents and surveys carried out among students, we conclude that higher education development policy is responding to the demographic transformation. Meanwhile, students’ attitudes to the challenges of the demographic situation is quite “flexible” and relatively ambivalent. This article presents the contrast between the increasingly tricky demographic situation in Silesia, Poland, and the limited response in the two main groups of stakeholders – academic authorities and students – that require shaping higher education ipolicy towards future demographic challenges.

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The Europeanisation of Higher Education in the Netherlands

European Educational Research Journal ◽

10.2304/eerj.2005.4.3.5 ◽

2005 ◽

Vol 4 (3) ◽

pp. 208-218 ◽

Cited By ~ 8

Author(s):

Judith Litjens

Keyword(s):

Higher Education ◽

The Netherlands ◽

Education Policy ◽

Higher Education Policy ◽

Policy Development ◽

Bologna Process ◽

The European Union ◽

The Bologna Process ◽

The Impact ◽

Bologna Agreement

This article examines the extent to which higher education policy in the Netherlands is becoming Europeanised. This issue is explored through the case of the Bologna Process and the impact of Bachelor-Master's (BAMA) Programmes on Dutch higher education policy. Changes in higher education, such as increasing competitiveness and decentralisation, have increased the need for new regulations on a European level. Although the European Union does not have much legal authority in the policy section in question, Europeanisation of higher education is becoming increasingly apparent. The Bologna Agreement, in particular, has been a major push for the integration of the European dimension in Dutch higher education policy. Besides giving a general literature overview of the policy development and implementation of the Bologna Agreement, this article discusses the effects of the Bologna Process on the Dutch Ministry of Education, the VSNU (Association of Dutch Universities) and Dutch higher education institutions. Some interesting insights are provided by interviews that were held with officials working in these sectors.

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The impact of Australian higher education policy changes on the production of PhDs in the field of accounting and finance

Accounting and Finance ◽

10.1111/j.1467-629x.2012.00475.x ◽

2012 ◽

Vol 53 (3) ◽

pp. 691-710 ◽

Cited By ~ 3

Author(s):

Richard Heaney ◽

Terry Evans ◽

Peter Macauley ◽

Margot Pearson

Keyword(s):

Higher Education ◽

Education Policy ◽

Higher Education Policy ◽

Policy Changes ◽

The Impact

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The Impact Of A Demand-Driven Higher Education Policy In Australia

Journal of International Education Research (JIER) ◽

10.19030/jier.v8i4.7292 ◽

2012 ◽

Vol 8 (4) ◽

pp. 441-452 ◽

Cited By ~ 1

Author(s):

Anthony Stokes ◽

Sarah Wright

Keyword(s):

Higher Education ◽

Education Policy ◽

Higher Education Policy ◽

Australian Government ◽

Long Term Effects ◽

Education Students ◽

Government Subsidies ◽

The Impact ◽

Education Courses

In 2012, the Australian government introduced a demand-driven entitlement system for domestic higher education students in which recognised higher education providers are free to enrol as many eligible students as they wish in eligible higher education courses and receive corresponding government subsidies for those students. This paper examines the impact that already has occurred as a result of this decision and the likely long-term effects that this will have on higher education in Australia.

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