Ancient History & Culture: An On‐Line Encyclopedia2002369Ancient History & Culture: An On‐Line Encyclopedia. New York, NY URL: http://www.fofweb.com: Facts On File, Inc. 2001. , ISBN: ISBN 0 8160 4695 6 Price based on institution size. Starts at $299 for K‐12 institutions under 1,000 FTE, or $450 for higher education institutions with FTE under 5,000. Last visited May 2002

2002 ◽  
Vol 16 (7) ◽  
pp. 42-43
Author(s):  
Leslie Starasta
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Brigid Freeman ◽  
Peodair Leihy ◽  
Ian Teo ◽  
Dong Kwang Kim

Purpose This study aims to explain the primacy that rapid, centralised decision-making gained in higher education institutions during the COVID-19 pandemic, with a particular focus on Australian universities. Design/methodology/approach This paper draws on discussions regarding policy problems of an international, purpose-convened on-line policy network involving over 100 registrations from multiple countries. It analyses emerging institutional policy governance texts and documents shared between network participants, applies policy science literature regarding traditional institutional policy-making routines and rapid decision-making, and references media reportage from 2020. The paper traces how higher education institutions rapidly adjusted to pandemic conditions and largely on-line operations. Findings The study finds that higher education institutions responded to the COVID-19 crisis by operationalising emergency management plans and introducing rapid, centralised decision-making to transition to remote modes of operation, learning and research under state-imposed emergency conditions. It highlights the need to ensure robust governance models recognising the ascendance of emergency decision-making and small-p policies in such circumstances, notwithstanding longstanding traditions of extended collegial policy-making routines for big-P (institutional) Policy. The pandemic highlighted practice and policy problems subject to rapid reform and forced institutions to clarify the relationship between emergency planning and decision-making, quality and institutional policy. Practical implications In covering a range of institutional responses, the study advances the possibility of institutions planning better for unexpected, punctuated policy shifts during an emergency through the incorporation of rapid decision-making in traditionally collegial environments. At the same time, the paper cautions against the normalisation of such processes. The study also highlights key practices and policies that require urgent reconsideration in an emergency. The study is designed as a self-contained and freestanding narrative to inform responses to future emergencies by roundly addressing the particularities of the 2020 phase of the COVID-19 pandemic as it affected higher education. Originality/value There is only limited research on policy-making in higher education institutions. This research offers an original contribution on institutional policy-making during a prolonged emergency that deeply changed higher education institution’s governance, operations and outlook. Particularly significant is the synthesis of experiences from a wide range of sector personnel, documenting punctuated policy shifts in policy governance (meta-policy), institutional policy-making routines and quality assurance actions under great pressure. This paper is substantially developed from a paper given at the Association for Tertiary Education Management Institutional Policy Seminar, 26th October 2020.


2020 ◽  
Vol 49 (6) ◽  
pp. 448-453
Author(s):  
Christopher R. Marsicano ◽  
Christopher Brooks

Congressional lobbying by education-related interest groups is an understudied subject in education research. This brief uses congressional lobbying expenditure data from 1998 to 2017 to examine trends in lobbying behavior by labor unions; K–12 education providers; and public, private nonprofit, and for-profit higher education institutions. Education interest groups have spent in excess of $2 billion lobbying Congress since 1998. Higher education institutions represent a disproportionate share of lobbying activity and expenditures, accounting for almost 70% of education-focused interest groups and around 80% of education-related lobbying expenditures. Lobbying expenditures steadily rose until 2011 before rapidly declining. The brief speculates as to the possible reasons for these trends and concludes with a call for greater research on lobbying for education.


1995 ◽  
Vol 43 (1) ◽  
pp. 47-59 ◽  
Author(s):  
M. Kent Gregory

This study's purpose was to investigate the extent and nature of collaboration for music teacher education between K—12 schools and higher education institutions across the United States. A survey was used to gather data from a stratified random sample (n = 204) of the 813 higher education institutions offering music education degrees. The findings indicated that 96.77% of colleges/universities collaborate with K—12 schools in some form, but the degree of collaboration varies widely. Higher education music faculty respondents reported a broad range of benefits to students, faculty, the higher education institution, and the K—12 schools. Communication, shared decision-making, funding sources, faculty rewards, trends, and reasons for collaboration were examined. An analysis of variance revealed significant relationships between the degree of collaboration and (a) the number of music education majors, (b) the institution's size, and (c) graduate study in music education.


Author(s):  
Mohammad Samir Abdel-Haq, Evan Asfoura

Since March 2020, CORONAVIRUS (COVID-19) pandemic has affected many sectors, including education sector at the global level and at the Kingdom of Saudi Arabia. Preventative procedures have been taken, including suspending teaching and training for K-12 and higher education and moving to use distance education as an alternative to face-to-face education, with the continuation of the Corona pandemic, the Ministry of Education decided to consider the e-learning (distance education and blended education) as a strategic alternative to overcome crises threatening the educational process . With the widespread use of e-learning platforms in the Kingdom of Saudi Arabia, the interest of the quality of e-courses increased more than before. Therefore, this study proposes a model for ensuring the quality of e-learning and e-courses in higher education institutions and developing a set of evidence and suggested performance indicators that help those responsible for quality management to verify and validate the adherence to these standards. Dar Al-Uloom University was chosen as a case study of what was implemented during the Corona pandemic and the extent of the university’s commitment to this standards to ensure continuous improvement and raise the level of performance related to the e-learning system and its e-courses.


2021 ◽  
pp. 1-20
Author(s):  
Yuliia Nenko ◽  
Oksana Orendarchuk ◽  
Larysa Rudenko ◽  
Andrii Lytvyn

The article provides an overview of the anti-crisis managerial strategies of the Ministry of Education of Ukraine and educational authorities of Ukrainian higher education institutions in the context of the COVID-19 pandemic. The study comprises results of the on-line survey conducted between the 1st of March 2021 and 11th of April 2021 and covering 380 respondents (faculty members of 12 major higher education institutions in various regions of the country). The statistical and descriptive analysis of the challenges faced by Ukrainian teachers was carried out. The review makes clear that anti-crisis management activities (organizational, socio-psychological, technical, etc.) during corona-based closures have not yet been the object of sufficient surveys and therefore remain an unexplored phenomenon. The review presented proves the urgency of the problem of development of anti-crisis management activities and is intended to facilitate educational anti-crisis management. In addition, the study provides a relevant information basis for decisions and action in politics, administration and academic practice.


2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Pham Dinh Long ◽  
Nguyen Minh Doi ◽  
Do Sa Ky

In the policy process of higher education, the higher education institutions not only play a role in the policy making process, but also are directly affected by the policies toward building quality culture in their organizations. From this perspective, the paper uses the policy cycle model combined with the Multiple Streams Framework (MSF) of Kingdon (1984) and the quality culture model of the European Union Association (EUA) in order to analyze, clarify and propose groups of solutions to enhance the critical role of higher education institutions in policy process. Keywords Policy entrepreneurs; quality culture; multiple streams framework References [1] Viennet, Romane, and Beatriz Pont. "Education Policy Implementation: A Literature Review and Proposed Framework. OECD Education Working Papers, No. 162." OECD Publishing (2017). [2] Howells, J., R. Ramlogan, and S. L. Cheng, The role, context and typology of universities and higher education institutions in innovation systems: A UK perspective, Discussion Papers and Project Reports, Impact of Higher Education Institutions on Regional Economics: A Joint Research Initiative, 2008.[3] Dill, David D, and Maarja Soo, Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems, Higher education 49.4: 495-533, 2005.[4] Kraft, Michael E., and Scott R. Furlong. Public policy: Politics, analysis, and alternatives. Sage, 2012.[5] Kingdon, John W, Agendas, Alternatives and Public Policies, 2nd edition, New York and London, Longman, 2003.[6] Weick, Karl E, The Social Psychology of Organizing, 2nd ed, New York, Random House, 1979.[7] Feldman, Martha S, Order without Design: Information Production and Policy Kaking, Vol. 231, Stanford University Press, 1989.[8] March, James G, Primer on Decision Making: How Decisions Happen, Simon and Schuster, 1994.[9] Wilson, James Q, Bureaucracy: What Government Agencies Do and Why They Do It, Basic Books, 1989.[10] Chow, Anthony, Understanding policy change: multiple streams and national education curriculum policy in Hong Kong, Journal of Public Administration and Governance 4.2 (2014) 49.[12] Zhou, Nan, and Feng Feng, Applying Multiple Streams Theoretical Framework to college matriculation policy reform for children of migrant workers in China, Public Policy and Administration Research 4.10 (2014) 1.[12] Ha, Bui Thi Thu, Tolib Mirzoev, and Maitrayee Mukhopadhyay, Shaping the health policy agenda: the case of safe motherhood policy in Vietnam, International journal of health policy and management 4.11 (2015) 741.[13] Kane, Sumit, The Health Policy Process in Vietnam: Going Beyond Kingdon’s Multiple Streams Theory: Comment on “Shaping the Health Policy Agenda: The Case of Safe Motherhood Policy in Vietnam”, International journal of health policy and management 5.7 (2016) 435.[14] European University Association, Quality Culture in European Countries: A Bottom-Up Approach, EUA Publications, 2006. [15] Liên hiệp các hội khoa học và kỹ thuật Việt Nam, Bản kiến nghị đề xuất một số biện pháp nhằm tiến tới cải cách triệt để và toàn diện nền giáo dục VN, 2005.[16] Bingham, Lisa Blomgren, Tina Nabatchi, and Rosemary O'Leary, The New Governance: Practices and Processes for Stakeholder and Citizen Participation in the Work of Government, Public Administration Review 65.5 (2005) 547.


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