Challenges of Creating a World-Class Global Private University in India

2018 ◽  
Author(s):  
Y.S.R. Murthy
Keyword(s):  
Higher Education ◽  
Private University ◽  
Right To Education ◽  
Global University ◽  
State Obligations ◽  
World Class ◽  
The Right ◽  
The Way

This chapter is divided into 5 parts. In part 1 of this chapter, state obligations relating to the right to education are reviewed while part 2 deals with the higher education scenario in the country. In part 3, the vision and mission of O.P. Jindal Global University have been discussed while impediments in the way of creating a world class global university are covered in part 4. In this part, an attempt has been made to analyse the challenges in the back drop of state obligations. In part 5, final observations have been presented.

Higher education—triumph of the knowledge-intensive society?

2013 ◽  
Author(s):  
Mats Alvesson
Keyword(s):  
Higher Education ◽  
Commercial Law ◽  
The Arts ◽  
World Class ◽  
Knowledge Intensive ◽  
Research And Education ◽  
The Right ◽  
Near Future ◽  
The Way

‘Be something great’ and ‘fast track to top jobs’ were two headlines in advertisements for education that caught my eye some time ago. The specific message was that a specific school was offering a route to success and a brilliant career. In other words, education paves the way for success in life. With the passing of time, this has become a well-established truth. There are no other options—unless you have exceptional talents in the arts, sports, or the entertainment context. Fantasies and hopes for an outstanding career are encouraged on a broad front. The higher education sector has developed rapidly, even exploded, in recent decades and so have promises of a fantastic career resulting from a degree of the right kind and at the right place. In one UK university, the business school building is plastered with large posters claiming that ‘We create world-class minds’. And a Swedish university, located in a remote part of the country and with difficulties in recruiting faculty members and students, advertises heavily, claiming ‘research and education in world class’. If an institution is not ‘world class’ it is often described in terms of ‘excellence’. At my own university a few years ago, I saw a poster headed ‘Do you want to be President or Group CEO?’ for a course in commercial law specially designed for people who expect to reach the top in the near future. Since the target group consists of students, and most of them will probably have to bide their time for a decade or two before they can put ‘President’ or ‘Group CEO’ on their business cards, we may conclude that the department in question has realized the value of a long-term approach, and is assuming that many students have a high estimation of their potential. Perhaps education institutions support such more or less realistic self-images and career aspirations. If the department in question succeeds in recruiting a large number of students, it is perhaps primarily the less realistic self-images that will be reinforced. At a more collective level, education is now also considered to pave the way for national greatness.

21. Article 2, First Protocol: The right to education

2018 ◽  
Author(s):  
David Harris ◽  
Michael O’Boyle ◽  
Ed Bates ◽  
Carla Buckley
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Private Schools ◽  
The State ◽  
European Convention ◽  
Right To Education ◽  
Children And Parents ◽  
The Right ◽  
The Way

This chapter discusses Article 2 of the First Protocol of the European Convention on Human Rights, which guarantees the right to education. Article 2 extends to all forms of education provided or permitted by the state–primary, secondary, and higher education, as well as to private schools and universities. The right to education consists of a variety of rights and freedoms for children and parents. These mostly belong to the pupil or student, but parents do have certain rights of their own under Article 2 about the way in which their child is educated.

A Comparison of China’s “Ivy League” to Other Peer Groupings Through Global University Rankings

2017 ◽  
Vol 21 (5) ◽  
pp. 395-411 ◽  
Author(s):  
Ryan M. Allen
Keyword(s):  
Higher Education ◽  
The United States ◽  
University Rankings ◽  
Education Policies ◽  
Ivy League ◽  
Chinese Universities ◽  
The United Kingdom ◽  
Higher Education Policies ◽  
Global University ◽  
World Class

This article analyzes the People’s Republic of China’s elite-making higher education policies that began in the early 1990s, notably with the 211 Project and then 985 Project, which led to the formation of the C9 League, a group of nine leading institution’s dubbed China’s “Ivy League.” This elite grouping is compared with other Chinese universities in terms of global rankings from 2003 to 2015 to ascertain the separation by these top tiered institutions. Furthermore, the C9 League will be compared with other global elite coalitions in the United States, Canada, Australia, and the United Kingdom over the same period. University rankings, despite considerable criticism, have provided the Chinese leadership with key benchmarks for their vision of world-class higher education. This article finds that the C9 League has made some separation from other Chinese universities and has also caught up with its Western peers (notably passing Canada’s U15) in terms of international rankings.

scholarly journals Direito à educação e política pública do ProUni

2016 ◽  
Vol 27 (2) ◽  
Author(s):  
Maria Gorete Ferreira ◽  
Elias Kallás Filho
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Low Income ◽  
Access To Higher Education ◽  
Right To Education ◽  
Politica Publica ◽  
Dsc Method ◽  
The Right ◽  
Keywords Education ◽  
Right Of Access

O estudo discutiu a implementação de políticas públicas que asseguram o direito ao acesso no ensino superior, como meio de inserção na sociedade, buscando responder à seguinte questão: até que ponto o ProUni, como política pública contribui para o acesso ao ensino superior e a formação para a atuação profissional? Mediante o objetivo de conhecer os significados de ser estudante universitário beneficiado pelo ProUni, como política pública que pretende articular o efetivo exercício da igualdade. O trabalho desenvolveu-se em quatro capítulos. No primeiro, faz-se uma apresentação geral do direito à educação, fundamentado na CR e na LDB. No segundo, busca-se uma contextualização sobre o Programa, como política pública de ação afirmativa voltada à ampliação do acesso ao ensino superior. No terceiro, são demonstrados os resultados do estudo; no quarto capítulo, tratou-se da discussão. O estudo foi de abordagem qualitativa, do tipo descritivo, de campo e transversal. Empregou-se o método do DSC. A amostra compôs por 30 alunos de ambos os gêneros, bolsistas ProUni, com idade entre 23 e 40 anos. A conclusão aponta para o fato de que o ProUni, contribuiu de maneira significativa para os bolsistas, que pertencem a população de baixa renda, possibilitando o efetivo exercício da igualdade. Palavras-chave: Educação. Políticas Públicas. ProUni. Ensino Superior. Abstract RIGHT TO EDUCATION AND PUBLIC POLICY PROUNI The study discussed the implementation of public policies that ensure the right of access to higher education as a means of integration into society, seeking to answer the following question: to what extent ProUni, as public policy contributes to access to higher education and training for professional practice? By the aim of knowing the meanings of being college student benefited by ProUni, as a public policy that articulates the effective exercise of equality. The work developed in four chapters. In the first, an overview is made of the right to education, based on the CR and LDB. In the second, we seek a contextualization of the program, as a public policy of affirmative action aimed at broadening access to higher education. In the third, they are shown the results of the study; in the fourth chapter, this was the discussion. The study was a qualitative approach, descriptive, field and cross. We used the DSC method. The sample was composed by 30 students of both genders, ProUni fellows, aged between 23 and 40 years. The finding points to the fact that ProUni, contributed significantly to the stock, which belong to the low income population, enabling the effective exercise of equality. Keywords: Education. Public policy.ProUni.Higher education.

scholarly journals What Counts as World Class? Global University Rankings and Shifts in Institutional Strategies

2020 ◽  
pp. 171-196
Author(s):  
Tero Erkkilä ◽  
Ossi Piironen
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
Institutional Practices ◽  
European Universities ◽  
Regional Role ◽  
Global Comparison ◽  
Global University ◽  
World Class ◽  
Institutional Strategies ◽  
And Shifts

AbstractGlobal university rankings have emerged as a benchmark of institutional success, setting standards for higher education policymaking and institutional practices. Nevertheless, only a marginal share of higher education institutions (HEI) are in a realistic position to be ranked as a ‘world-class’ institutions. In the European context, the global rankings have been used to highlight a performance gap between European and North American institutions. Here the focus has been on the HEIs in the top-100 positions, causing concerns over European higher education. This has also become a marker of world-class university. We analyze the strategies of 27 Northern European universities in different tiers to learn how they have adjusted to the reality of ranking. We conclude that the references to global rankings have increased between 2014 and 2018. At the same time, the references to rankings have become more implicit in nature. Nevertheless, we find that the discourse of global comparison and excellence has become more common in the strategies. There are also emerging references to the regional role of universities, which are apparent in the strategies of universities that are clearly outside the top-100 ranked institutions. However, this is also a reflection of the discourse of world-class university.

scholarly journals Ensuring the right to education by state university’s funding programs

2021 ◽  
Vol 20 (3) ◽  
pp. 453-468
Author(s):  
Sergei A. Belov ◽  
◽  
Alexander A. Soloviev ◽  
Vyacheslav V. Suyazov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
The State ◽  
State Universities ◽  
Right To Education ◽  
Higher Education System ◽  
Public Resources ◽  
Funding Programs ◽  
The Creation ◽  
Constitutional Right ◽  
The Right

In the article "Unity of the system of state universities in today’s Russia", published in August 2020, it was proved that the constitutional right to education implies the need to support not only the leading universities of the country with the help of "academic leadership" programs, but all universities established by the state. Firstly, the creation of a university by the state presupposes responsibility on the part of the state as the founder for ensuring the conditions of its activity; secondly, students of all state universities equally have the right to demand from the state the creation of conditions for obtaining high-quality and modern education. In the development of the concept of unity of the higher education system, this article discusses specific practical steps to implement the approaches indicated in the article in terms of the use of public resources. The authors formulated a number of proposals regarding the state policy in the field of science and higher education in relation to the distribution of financial resources and other resources between institutions of higher education, and also proposed specific measures for their implementation, described by examples from practice.

scholarly journals Review on the Impact of World Higher Education Rankings: Institutional Competitive Competence and Institutional Competence

2018 ◽  
Vol 7 (3) ◽  
pp. 25
Author(s):  
Zoljargal Dembereldorj
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Higher Education Institutions ◽  
Relevant Literature ◽  
University Rankings ◽  
Advanced Economy ◽  
Global University ◽  
World Class ◽  
Higher Education Rankings ◽  
The Impact

This paper discusses the relevant literature on higher education rankings and its impact on higher education institutions across the globe. The literature suggests that global university rankings impact higher education institutions both in advanced economy and developing countries to build competence to race and exist. Universities in an advanced economy are building institutional competitive competence to race in the global university rankings under the umbrella term of ‘World Class University,’ whereas universities in developing countries are building institutional competence by pursuing to build research intensive universities. The essay argues that global university rankings are shaping the field of higher education institutions, and the capacity of resources dictates universities the type of competence to build to exist: institutional competitive competence and institutional competence.   

Determined to Learn: Accessing Education Despite Life-Threatening Disasters

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Claudine SchWeber
Keyword(s):  
Higher Education ◽  
New York ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Right To Education ◽  
Online Distance Education ◽  
Life Threatening ◽  
Online Distance ◽  
The Right ◽  
Education Coursework

The ‘right to education’ proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College’s (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans’ actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique Sloan Semester--created to temporarily provide educational continuity for hurricane affected students-- these programs also offer lessons on resilience and survival in a crisis.

The Right to Education

2020 ◽  
pp. 146-188
Author(s):  
Claire Fenton-Glynn
Keyword(s):  
Religious Education ◽  
Home Schooling ◽  
Migrant Children ◽  
Sexual Education ◽  
Right To Education ◽  
Private Schooling ◽  
European Court ◽  
State Obligations ◽  
The Right ◽  
Segregated Schooling

This chapter examines the approach of the European Court of Human Rights to cases concerning children’s education, and the interaction between parental rights and state obligations in this respect. It starts by looking at the jurisprudence concerning state versus private schooling, as well as the compatibility of prohibitions on home schooling with the Convention. It then goes on to consider specialised and segregated schooling, focusing on children with disabilities, migrant children, and ethnic minorities, and in particular the treatment of Roma children. The chapter further analyses the ability of parents to object to the content of education provided by the state, in the context of education in a chosen language, sexual education, and religious education. Finally, this chapter considers how Article 2, Protocol 1 of the Convention has been applied to higher education.

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