Evaluating Higher Education Policy and Legislation

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Social Mobility ◽  
Education System ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
State System ◽  
Social Efficiency ◽  
Higher Education System ◽  
System P

This chapter establishes a framework for evaluating higher education policy in relation to teaching and learning. It identifies the proper purposes of higher education, which include furthering individual transformation, improving society, and contributing to social efficiency. In this context, it is contended that social mobility is not a valid purpose of higher education. The chapter then identifies signs that indicate that the teaching and learning within a higher education system is meeting these purposes. These signs are categorized according to the identified purposes of higher education. Finally, the chapter outlines a methodology for measuring these signs within a given state system.

The Diverse US Higher Education System

2017 ◽  
Author(s):  
Robert B. Archibald
Keyword(s):  
Higher Education ◽  
Education System ◽  
Liberal Arts ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
Striking Feature ◽  
Public And Private ◽  
Higher Education System ◽  
American Higher Education ◽  
System P

The American higher education system consists of over 4,700 institutions educating over twenty-one million students. The most striking feature of this system is its diversity. There is no “typical college.” Much of the story about the future of America’s four-year higher education institutions is found in their differences, not their similarities. Schools are public and private, large and small, elite and open enrollment, tuition dependent and well endowed, liberal arts oriented and vocational. The challenges facing America’s colleges and universities will affect the diverse parts of this system in very different ways. Generalizing about this system can be very dangerous.

scholarly journals Hysteresis Effects and Emotional Suffering: Chinese Rural Students’ First Encounters With the Urban University

2020 ◽  
pp. 136078042094988
Author(s):  
Jiexiu Chen
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Education System ◽  
Rural Students ◽  
Structural Constraints ◽  
Higher Education System ◽  
Emotional Suffering ◽  
Urban University ◽  
Students First ◽  
Urban Rural

In the Chinese context of a stratified higher education system and significant urban–rural inequality, rural students are generally facing constrained possibilities for social mobility through higher education. Despite these structural constraints, some exceptional rural students, like all the participants in this research, manage to get themselves enrolled in the urban university. Drawing on participants’ subjective narratives about their first encounters in the urban university, I argue that the rural students in this research were confronted with two levels of habitus–field disjunctures, namely, the rural–urban disjuncture and academic disjuncture. Then, through examining participants’ narratives about their hysteresis effects and emotional suffering, I suggest the sense of feeling lost and inferior reveals how various types of domination in the external structure of the field of the urban university play a part in affecting rural students’ inner emotional worlds.

scholarly journals Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

2013 ◽  
pp. 95-108 ◽  
Author(s):  
Matthew Johnson ◽  
Margaret Partlo ◽  
Tammy Hullender ◽  
Emmanuel Akanwa ◽  
Heather Burke ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Public Deliberation ◽  
Adult Student ◽  
Student Agency ◽  
Taking Action

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.

scholarly journals The Internationalization of Higher Education in Armenia Nowadays the Analysis of the Existing Problems

2021 ◽  
Vol 12 (1 (33)) ◽  
pp. 79-87
Author(s):  
Yevgine Aperyan
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching And Learning ◽  
Bologna Process ◽  
International Standards ◽  
University Education ◽  
Internationalization Of Higher Education ◽  
Strategic Partnerships ◽  
Global Knowledge ◽  
Higher Education System

Internationalization is a rapidly growing trend among the higher education system around the world. Academic and research institutions demonstrate a growing interest in the processes of internationalization of higher education, at the international, regional, national, and institutional levels. Internationalization and global engagement are becoming key trends in the development of national systems of education in Armenia and abroad. Numerous researchers have highlighted the problematics of internationalization of higher education associated with the cultural impact of university education, a synergy of humanitarian and natural sciences, intercultural communication, digital and blended learning, international credit and degree mobility, the introduction of international standards for measuring the quality of education defined by the Bologna Declaration. Although internationalization has become established in education at the international level, it should be realized that at the moment there is no single policy or strategy for the internationalization of the higher education system in Armenia, both at the regional and national levels. The lack of uniform strategy is in some way offset at the institutional level: the increasing number of Armenian higher education institutions have integrated internationalization, to varying degrees, in their mission and vision. It can be seen in the activities of the leading universities in Armenia. The global knowledge economy requires all universities to be the competitors for students, faculties, strategic partnerships, and research funding, as well as to prepare their graduates to be global professionals, scholars, highly demanded and competitive. Indicating the mechanism of the implementation of an international component into the existing curricula, programs, research, teaching, and learning processes may contribute to the understanding of the process of internationalization of higher education. Thus, more research is needed on the experience of Armenia and other countries in implementing the provisions of the Bologna process. The purpose of this article is to examine the theoretical and practical aspects of the internationalization process, identifying some challenges and obstacles for the Armenian higher education system and presenting possible ways of overcoming them.

scholarly journals Global Tendencies in University Development and Transformation of Russian Education Policy

2012 ◽  
pp. 265-269
Author(s):  
M. M. Lebedeva ◽  
O. N. Barabanov
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Higher Education System ◽  
University Development ◽  
Russian Higher Education ◽  
Political Function ◽  
Education Market ◽  
Catch Up ◽  
Russian Education

The article reviews evolution of modern university, which has acquired a new political function and a reaction to this development of education policy in Russia. Authors argue that the strategy of catch-up development might be successful in case of Russian higher education system and its potential on the global competitive education market.

The Future of Indian Universities

2018 ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching And Learning ◽  
University Rankings ◽  
Higher Education System ◽  
World University Rankings ◽  
The Future ◽  
Indian Higher Education ◽  
World Class ◽  
World Class Universities

The Indian higher education system commanded awe and respect in the ancient world. Important seats of learning like Nalanda and Takshashila attracted the best students and academics from across the globe. Unfortunately, over a period of time, our higher education system lost its global competitiveness. This is exemplified by the fact that not many Indian higher education institutions feature in the annual world university rankings like the Times Higher Education World University Rankings or the QS World University Rankings. At the same time, India’s aspirations to establish world-class universities have never been greater. The book is a culmination of a range of ideas and perspectives that will shape India’s aspirations of building world-class universities through comparative and international dimensions. It is a recognition that the future of Indian universities and their ability to seek global excellence will depend on three critical paradigms: first is the need for creating a vision for higher education that will focus on research and knowledge creation, institutional excellence, and global benchmarking as the indicators for standard-setting; second, the need for pursuing substantial reforms relating to policy, regulation, and governance of higher education; and third is the need for investigating a paradigmatic shift for promoting interdisciplinarity in higher education with a stronger and deeper focus on the pedagogy of teaching and learning in different fields of inquiry. Through a series of contributions from noted academics and scholars from India and around the world, this book discusses these three strings of thought, to create higher education opportunities that will enable the future generations of students to pursue world-class education in world-class universities in India.

Evaluation of Existing Pedagogy of Teaching in the Private Universities of Bangladesh: An Overview

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Yeakub Ali
Keyword(s):  
Higher Education ◽  
Education System ◽  
Capital Investment ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Private Universities ◽  
Private University ◽  
University Teaching ◽  
Higher Education System ◽  
Learning Principles

Abstract: Higher education is acknowledged today as a capital investment and is of paramount importance for economic and social development of a country (Barnet, 1990). Some specialists called attention that the present higher education system employs rote memorization approach rather than critical thinking by students. It is, therefore, needed not only to relook at our pedagogy of teaching and learning principles including methods but also to revitalize the higher education system. Although Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. Today’s teachers are yesterday’s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Earlier public sector had monopoly in the tertiary level of education. In 1992 private sector started its function. Within a short span of time more than ninety private universities have started their action. The Emergence and the growth of the private universities in Bangladesh have taken a phenomenal shape in recent years. However, the private universities are playing an important role in spreading the opportunities of higher education in our country. But in recent years a widespread allegations were raised against PUs that some are selling certificates, easy-to-get degrees, very poor teaching qualities, poor infrastructure, high tuition fees, etc. In this context this study is an initiative to explore the education quality (EQ) of PUs that is offered by them. This paper analyses the existing pedagogy, teaching style, quality education, capability of teachers to teach students and infrastructure of the Private University of Bangladesh.

Authentic leadership, power and social identities: A call for justice in Indian higher education system

2019 ◽  
Author(s):  
Chetan Sinha
Keyword(s):  
Higher Education ◽  
Education System ◽  
Cultural Context ◽  
Social Identities ◽  
Social Categories ◽  
Higher Education System ◽  
System P ◽  
Indian Higher Education ◽  
The University ◽  
University Settings

The current socio-political situation in India has gradually shifted the meaning of leader, power and identity in the Indian higher education system. Normalizing the diverse voices, oppression, concretizing the social categories and policing of education created a crisis of ethics. The majoritarian and populist leadership took the shape of an authentic leader, representing the identities of the groups who prejudice towards the minorities. The higher education systems such as universities have become a seat of monitoring and limiting dissenting voices and a neoliberal wave has taken over the whole system in the name of morality, nationalism and religious dominance. This article presents a critical analysis of leadership in the university settings and the way leadership processes are considered to be authentic and ethical in a cultural context.

The Human Rights-Based Approach to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Theoretical Models ◽  
Human Right ◽  
Cultural Rights ◽  
Higher Education Policies ◽  
Human Rights Based Approach

A human right to higher education was included in the International Covenant on Economic, Social and Cultural Rights (ICESCR), which came into force in 1976. Yet the world has changed significantly since it was drafted. State legislation and policies have generally followed a neo-liberal trajectory, shifting the perception of higher education from being a public good to being a commodity. This model has been criticised, particularly because it generally reinforces social inequality. At the same time, attaining higher education has become more important than ever. Higher education is a prerequisite for many jobs, and those who have attained higher education enjoy improved life circumstances. This book seeks to determine whether there is still a place for the human right to higher education in the current international context. In seeking to answer this question, this book compares and contrasts two general theoretical models that are used to frame higher education policy: the market-based approach and the human rights-based approach. In doing so, it seeks to contribute to an understanding of the likely effectiveness of market-based versus human rights-based approaches to higher education provision in terms of teaching and learning. This understanding should enable the development of more considered, sophisticated and ultimately successful higher education policies. This book contends that a human rights-based approach to higher education policy is more likely to enable the achievement of higher education purposes than a market-based approach. In reaching this conclusion, the book identifies some strategic considerations of relevance for advocates of a human rights-based approach in this context.

scholarly journals The Institutionalized Stratification of the Chinese Higher Education System

2020 ◽  
Author(s):  
Fei Shu ◽  
Cassidy R. Sugimoto ◽  
Vincent Larivière
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Education System ◽  
Financial Support ◽  
Research Performance ◽  
Research Capacity ◽  
Chinese Higher Education ◽  
Research System ◽  
Higher Education System ◽  
System P

To promote research excellence, China’s government has been offering substantial financial support for a small group of selected universities through three national research programs (i.e., Project 211, Project 985, Double First Class). However, admission to these programs is not merit-based; based on a statistical analysis of Chinese universities’ scientific activities, this paper shows that this institutionalized hierarchy is not supported by empirical data on research performance, which contributes to inequalities and inefficiencies in Chinese higher education. To build and maintain research capacity, China must support meritocracy across the research system.

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