Policy Implications for Government and Higher Education in Pursuing Innovation

2006 ◽  
Author(s):  
Khaliq Ahmad ◽  
Arif Hassan
Keyword(s):  
Higher Education ◽  
Policy Implications

Higher Education Policy: Implications for Gender-Balancing the Curriculum

1983 ◽  
Vol 36 ◽  
pp. 12-13
Author(s):  
Thomas A. Mulkeen
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
The United States ◽  
Policy Implications ◽  
Industrial Society ◽  
Public Higher Education ◽  
Agriculture Industry ◽  
Scientific Principles ◽  
Industry And Commerce ◽  
New Institutions

American higher education has been molded by forces outside the educational community. From the Civil War through the mid-1970's our political leadership considered investment in education good for the economy and, therefore, good public policy. This link between schooling and the economic system developed as the United States moved from an agrarian to an industrial economy. Industrialization demanded skills that neither the family nor the church could provide, and tax-supported public higher education was to assist the transformation to an industrial society. The catalyst for this transformation came in 1862 with the passage of the Morrill Act establishing the land grant colleges. These new institutions emphasized the development of technical skills and the application of scientific principles to agriculture, industry and commerce.

scholarly journals When Socialism Meets Market Capitalism: Challenges for Privatizing and Marketizing Education in China and Vietnam

2008 ◽  
Vol 6 (5) ◽  
pp. 601-615 ◽  
Author(s):  
Ka Ho Mok
Keyword(s):  
Higher Education ◽  
Social Economic ◽  
Market Transition ◽  
Global Capitalism ◽  
Policy Implications ◽  
Major Objective ◽  
Education Governance ◽  
Education Model ◽  
Education In China ◽  
Market Capitalism

China and Vietnam have experienced drastic social, economic and political changes, especially when these two socialist regimes have started economic reforms in the last few decades. In order to create more opportunities for higher education with limited national resources, both Chinese and Vietnamese governments have adopted strategies along the lines of marketization and privatization to reform their higher education systems. The major objective of this article is to critically examine how the market transition taking place in China and Vietnam has led to changes in education governance, particularly examine how these two governments have approached the challenges of global capitalism by transforming the socialist education model into a more market-oriented one. This article also discusses the major challenges and policy implications when education is increasingly privatized and marketized in China and Vietnam.

Industry and Universities in India

1991 ◽  
Vol 5 (3) ◽  
pp. 143-154 ◽  
Author(s):  
M.M. Ansari ◽  
T.C. Sharma
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Cross Section ◽  
Current Situation ◽  
Policy Implications ◽  
Remedial Measures ◽  
The Social ◽  
Social And Economic Development ◽  
Cooperative Activity ◽  
Collaborative Efforts

This article underscores the need to establish strong linkages between industry and universities in India; assesses the extent to which such linkages exist in a cross-section of Indian universities; and identifies remedial measures as appropriate. The authors describe the challenges facing universities and industry: identify the areas most appropriate for collaboration and the various kinds of collaboration that exist or are possible in India; assess the extent to which collaborative efforts are succeeding in selected universities; and identify factors which help or hinder the development of cooperative activity. Finally, they list the policy implications of their analysis. The article provides an overview of the current situation in India and sets out practical measures for increasing collaboration between industry and higher education which the authors consider essential to the social and economic development of the country.

scholarly journals Accounting for institutional variation in expected returns to higher education

2017 ◽  
Vol 25 ◽  
pp. 110 ◽  
Author(s):  
Shawn Dorius ◽  
David Tandberg ◽  
Bridgette Cram
Keyword(s):  
Higher Education ◽  
Public University ◽  
Colleges And Universities ◽  
Policy Implications ◽  
Expected Returns ◽  
Student Body ◽  
Capital Theory ◽  
Post Secondary ◽  
Institutional Variation ◽  
Returns On Investment

This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter-university variation in ROI, suggesting that the factors we have identified are among the most important correlates of institutional ROI. We discuss the policy implications of these findings for institutions of higher education in the context of institutional rankings and a rapidly evolving education landscape, giving special attention to student body characteristics colleges and universities.

Scholarship and Supercomplexity

2020 ◽  
pp. 263-282
Author(s):  
Kerri-Lee Krause
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Work ◽  
Policy Implications ◽  
Policy Makers ◽  
Education Environment

In this chapter, links between the constructs of scholarship and supercomplexity in higher education are examined, along with policy implications. Boyer's holistic, joined-up conceptualization of scholarship is recognised as seminal, yet in many cases, application of his work has led to fragmentation of academic work in an already-fractured, supercomplex higher education environment. The scene is set by considering a range of dimensions of the scholarship construct within higher education. Particular emphasis is placed on scholarship as it relates to academic roles and identities. In this section, account is also taken of the challenges encountered by faculty, managers, and policy-makers alike in drawing connections and distinctions between scholarship and research in academic work. Consideration then shifts to implications for higher education policy and policy-makers at the macro – national and international, meso-institutional, and micro-departmental and individual levels.

Policy Issues Regarding the Instructional and Educational Use of Videoconferencing

2008 ◽  
pp. 157-171
Author(s):  
Joseph Bowman ◽  
Felix Fernandez
Keyword(s):  
Higher Education ◽  
Policy Implications ◽  
Federal State ◽  
Educational Resource ◽  
Business Training ◽  
Policy Issues ◽  
International Policies ◽  
Policy Discussion

The purpose of this chapter is to identify policy issues for videoconferencing at the elementary through college levels. As videoconferencing becomes a part of our educational landscape in schools across the country, it is important to understand what policy implications need to be addressed in regards to this educational resource. Issues such as ownership, content, and access are some of the areas that suggest policy discussion. Federal, state, and international policies that guide the use of videoconferencing will be discussed. In sum, this chapter attempts to investigate policy issues and trends related to videoconferencing that informs the educational (PreK-12), business (training), and academic (Higher Education) communities that use this resource.

scholarly journals Equity, quality and relevance in higher education in Brazil

2004 ◽  
Vol 76 (1) ◽  
pp. 173-188 ◽  
Author(s):  
Simon Schwartzman
Keyword(s):  
Higher Education ◽  
Private Education ◽  
Global Economy ◽  
Social Equity ◽  
Policy Implications ◽  
Quality Of Higher Education ◽  
New Knowledge ◽  
Knowledge Intensive ◽  
Education In Brazil

Brazilian higher education has doubled its size in the 1990s, going from 1.5 million to more than 3 million students in the period. This expansion was mostly due to the growth of private education, which, in 2002, accounted for about two thirds of the enrollment. Is expansion making higher education more accessible to persons coming from the poorer segments of society? Is the quality of higher education suffering by the speed of this expansion? Is Brazil educating enough qualified persons to attend to the country's needs to participate in the new, knowledge-intensive and global economy? What public policies should be implemented, in order to foster the values of social equity and relevance? What are the policy implications of these developments? This article looks at the available evidence, and suggests some answers to these questions.

Work‐life balancing strategies used by women managers in British “modern” universities

2007 ◽  
Vol 26 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Diana Woodward
Keyword(s):  
Higher Education ◽  
Role Models ◽  
Women Managers ◽  
Working Hours ◽  
Work Life ◽  
Policy Implications ◽  
Content Type ◽  
Integrate Work ◽  
The Uk ◽  
The Impact

PurposeThe “work‐life balance” literature is mainly concerned with the provision and up‐take of flexible employment patterns. The purpose of this qualitative study of women managers' coping strategies for reconciling work with their other roles and responsibilities is to provide a complementary perspective.Design/methodology/approachSemi‐structured extended interviews were carried out with 16 women managers of academic or “support” departments in eight UK post‐1992 universities, about their working practices and how they sought to integrate work with other parts of their lives.FindingsThese women reported high workloads, requiring long working hours, which consumed time and energy otherwise available for other relationships and commitments and their own leisure. Various strategies were adopted to manage the situation, including establishing rigid boundaries between work and non‐work, and shifting these boundaries in favour of work when necessary. Temporal, spatial and symbolic distinctions were used to contain work. Women without dependent children were more likely to be able to redefine boundaries when necessary to favour work.Research limitations/implicationsAs a small and possibly unrepresentative sample of UK women managers in higher education, the study could usefully be extended through comparisons with male peers, and with women managers in other sectors. (It is the preliminary phase of a comparative study of women employed in universities in the UK and Japan.) However, the findings broadly replicate other studies.Practical implicationsThere are policy implications for universities, which need feedback from staff about the impact of equal opportunities initiatives to inform further progress.Originality/valueThis study provides qualitative information on women working in non‐traditional key posts in higher education, who are well‐placed to challenge organisational cultures and act as role models.

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