Opening-Up Higher Education in Emerging Economies: Autonomy and Integrity on the Rise of Globalization

2012 ◽  
Vol 1 (2) ◽  
pp. 196-234 ◽  
Author(s):  
Manuel Heitor ◽  
Hugo Horta
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Emerging Economies ◽  
Public Policies ◽  
Institutional Autonomy ◽  
Education Systems ◽  
Developing Regions ◽  
Higher Education Systems ◽  
A Priority ◽  
Opening Up

Abstract We focus this paper on higher education systems and related public policies in emerging societies and developing regions worldwide and observe that effective institutional autonomy and integrity of modern universities are to be promoted in a context where building human capital is a priority and alliances and partnerships among universities worldwide, as well as between them and industry, gain significant relevance. For those societies and regions, our analysis identifies ten different themes oriented towards norms that may be helpful in guiding the development of higher education systems and related public policies.

scholarly journals Challenges to Higher Education in Laos and Cambodia

2019 ◽  
pp. 20-21 ◽  
Author(s):  
Martin Hayden
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Private Higher Education ◽  
Institutional Autonomy ◽  
Education Systems ◽  
Higher Education Systems

The higher education systems in Laos and Cambodia have been expanding rapidly over recent years, but with increasing reliance on a teaching-only private higher education sector, the quality of which is extremely variable. Public-sector higher education institutions, though generally considered more prestigious to attend, are severely constrained by a lack of institutional autonomy and limited budgets, and so their quality is also a matter for concern.

scholarly journals Assessment of institutional autonomy of higher education institutions: methodical approach

2018 ◽  
Vol 2 (1) ◽  
pp. 72-84
Author(s):  
Olena Rayevnyeva ◽  
Iryna Aksonova ◽  
Viktoriia Ostapenko
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Methodological Approach ◽  
Educational Activity ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Education Systems ◽  
Higher Education Systems ◽  
Methodical Approach

In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment and management of institutional autonomy of the HEI. The authors carried out a comparative analysis of the models of university autonomy, international and national approaches to the assessment of the components of institutional autonomy such as organizational, personnel, academic and financial. The methodical approach to the evalution of the institutional autonomy of the HEI is developed. The proposed methodological approach is aimed at the formation of an information space for simultaneous comparison and assessment of the level of institutional autonomy of HEI and indicators that affect it. This approach combines the results of grouping the autonomy of higher education systems of the countries and their HEI according to homogeneous groups and the results of calculating the integral indicator of the quality of scientific and educational activity within each component of institutional autonomy, which allows to determine the position of a specific HEI on the level of autonomy in the proposed matrix of recognition of the situation.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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