The Worldwide Expansion of Higher Education in the Twentieth Century

2005 ◽  
Vol 70 (6) ◽  
pp. 898-920 ◽  
Author(s):  
Evan Schofer ◽  
John W. Meyer
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Strong Support ◽  
Developed Countries ◽  
Development Planning ◽  
Growth Patterns ◽  
Global Trends ◽  
Panel Regressions ◽  
The World ◽  
Enrollment Rates

The authors analyze the rapid worldwide expansion of higher educational enrollments over the twentieth century using pooled panel regressions. Expansion is higher in economically developed countries (in some but not all analyses) as classic theories would have it. Growth is greater where secondary enrollments are high and where state control over education is low, consistent with conflict and competition theories. Institutional theories get strong support: growth patterns are similar in all types of countries, are especially high in countries more linked to world society, and sharply accelerate in virtually all countries after 1960. The authors theorize and operationalize the institutional processes involved, which include scientization, democratization and the expansion of human rights, the rise of development planning, and the structuration of the world polity. With these changes, a new model of society became institutionalized globally-one in which schooled knowledge and personnel were seen as appropriate for a wide variety of social positions, and in which many more young people were seen as appropriate candidates for higher education. An older vision of education as contributing to a more closed society and occupational system—with associated fears of “over-education”—was replaced by an open-system picture of education as useful “human capital” for unlimited progress. The global trends are so strong that developing countries now have higher enrollment rates than European countries did only a few decades ago, and currently about one-fifth of the world cohort is now enrolled in higher education.

ICTs in Chinese Distance Higher Education

2010 ◽  
Vol 2 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Communication Technologies ◽  
Developed Countries ◽  
Chinese Higher Education ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Higher Education System ◽  
The World ◽  
Higher Education In China ◽  
Education In China

The Chinese higher education system is the largest in the world, but distance education, using information communication technologies (ICTs), started later than in developed countries. In this paper, the author examines the benefits of education to human development and provides an overview of the recent development of distance higher education in China. The potential for further developing distance higher education with ICTs is considered. In addition, challenges are discussed and recommendations are made to improve Chinese distance higher education.

scholarly journals A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986145 ◽  
Author(s):  
Md. Shahadat Hossain Khan ◽  
Benadjih Oiriddine Abdou ◽  
Jaana Kettunen ◽  
Sue Gregory
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Research Study ◽  
Developed Countries ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Effective Learning ◽  
The World ◽  
New Ideas

This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from four universities of Bangladesh took part in semi-structured interviews to explore their in-depth understandings and experiences of m-learning. The findings indicate that university students perceived five qualitatively different ways of using mobile devices in their learning: a medium for communication; a medium for management of learning materials; a tool for effective learning; a means for collaborative learning; and a means for development of new ideas. The findings of this research demonstrate students’ pedagogical understanding of using mobile devices in higher education. The outcomes of this research could play a crucial role in informing students on how they can use their mobile devices for learning purposes and providing educators with empirical evidence on students’ pedagogical practices of using mobile devices in other developing and more developed countries in the world.

scholarly journals Competencies of Engineering Graduates: What are the Employer’s Expectations?

2018 ◽  
Vol 7 (2.29) ◽  
pp. 519 ◽  
Author(s):  
Aini Najwa Azmi ◽  
Yusri Kamin ◽  
Muhammad Khair Noordin
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Secondary Data ◽  
Technical Skills ◽  
Developed Countries ◽  
Secondary Data Analysis ◽  
Training Period ◽  
Industrial Training ◽  
The World ◽  
Industry Experience

Recently, universities keep receiving complaints from the industries regarding the capability of engineering graduates when starting their new job. The complaints were always about the inability of the engineering graduates to adapt in the industry. This is due to minimum exposure of industrial training period given by university to them. As a result, most of fresh engineering graduates do not have enough industry experience that is demanded by industry. Worse case, there is mismatching skill during industrial training which not relevance to what they are studied before. This problem contributes to unemployment issue among engineering fresh graduates. The purpose of this paper is to review and analyse about the engineering competencies from all over the world. The paper is written on extensive secondary data analysis. It is revealed that the criteria needed by employers from most developed countries are almost similar. Based on summary, technical and non-technical skills are both important to become a competent engineer. There are some recommendations to develop and improve both technical and non-technical skills that can be emphasized by authorities of higher education especially in Malaysia.  

scholarly journals Global trends in financing higher education

2021 ◽  
pp. 152-157
Author(s):  
D. A. Ashirbekova ◽  
G. Zh. Nurmukhanova
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
The State ◽  
Historical Period ◽  
Global Trends ◽  
Use Of Resources ◽  
The World ◽  
The Cost ◽  
Financing Higher Education ◽  
Goals And Objectives

This article describes the types of higher education institutions financing around the world, as well as the features of university financing and their structural changes in the context of the countries of the world. The management system of higher education around the world is multifunctional, complexly structured. This activity appears to be specially organized by the state authorities jointly with public institutions and is aimed at increasing the effectiveness of the higher education sector in the context of the implementation of the goals and objectives of the state in a particular historical period of development. In the last decade, there has been a demand for educational services and a corresponding increase in the cost of financing higher education. The drivers of this increase were wage growth, the cost of modern infrastructure, and the slow response to rising costs. The decline in government revenue has led to more efficient use of resources and careful monitoring of research results, since the priority for the state is to strictly evaluate the results for their funding, and research funded by the private sector has clear goals. Universities in the updated system of values stimulate the development of society, implement the training of personnel required by the market. New challenges – the pandemic and the development of the digital economy-provide new opportunities for people focused on higher education, and at the same time change the education system itself and its financing mechanisms.

scholarly journals THE PROBLEM OF THE OUTFLOW OF HUMAN CAPITAL FROM UKRAINE: EDUCATIONAL ASPECT

2019 ◽  
Vol 42 (4) ◽  
pp. 39-44
Author(s):  
S. M. CHIMISHENKO
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Human Development ◽  
Education System ◽  
Work Experience ◽  
Developed Countries ◽  
Social Progress ◽  
Modern World ◽  
The World ◽  
Educational Aspect

The article deals with the problematic issues of the outflow of human capital, ie people with acquired education, work experience, ideas, etc., in the context of reforming the higher education system in Ukraine. The concept of human development, which has emerged in the world over the last 20-25 years, considers human development as the main goal and criterion for social progress. Considering one of the human rights - free movement and choice of place of residence - this concept is crucial in shaping international migration flows in the modern world. The level of economic and social development of the individual country and the world as a whole depends on the distribution of the population by countries and on the quality of human capital. Therefore, the migration policy of many countries is aimed at selecting the highest quality human capital through labor migration: employment quotas are formed for the purpose of attracting either the intellectual potential or representatives of the most rare professions. The educational aspect of human capital discussed in the article is the quality and accessibility of higher education, its ability to meet the demands of modern business and to become a factor in maintaining quality human capital in Ukraine. Ukraine is now in the process of an active outflow of human capital, including young people, who are choosing places of education to other countries. Among the reasons for this situation is the desire of Ukrainian youth to secure employment abroad, since the level of wages abroad far exceeds the level of wages in Ukraine. The issue of human capital outflows is multidimensional, so the solution to the problem must be complex. Together with the reform of the education system in Ukraine, all spheres of public life should be reformed, taking into account the experience of the European countries and the most developed countries of the world.

Chinese Open Universities

2015 ◽  
Vol 11 (4) ◽  
pp. 18-30
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Education System ◽  
Positive Impact ◽  
Developed Countries ◽  
Chinese Higher Education ◽  
Chinese Education ◽  
Higher Education System ◽  
The World

Chinese education has a long history, and the Chinese higher education system is the largest in the world, but open universities in China are not at the same level as they are in developed countries. This article provides an overview of the recent development in the open universities system in China. Specifically, the article discusses the positive impact open universities have and the difficulties they need to deal with. The potential for further developing Chinese open universities is considered. In addition, challenges are discussed, and recommendations are made for improving these open universities.

Autonomy to Accountability

2005 ◽  
Author(s):  
Patricia Albjerg Graham
Keyword(s):  
Higher Education ◽  
High School ◽  
Twentieth Century ◽  
High School Graduates ◽  
The United States ◽  
Eighth Grade ◽  
Access To Higher Education ◽  
Graduate Degree ◽  
The World ◽  
College Classes

When is Schooling Complete? At the beginning of the twentieth century most Americans believed they had “completed” their schooling if they finished the eighth grade. Only 6 percent of young people then graduated from high school. Eighth-grade graduation was a major celebration, particularly in rural neighborhoods, with the newly recognized scholars feted and dressed in their best as the photograph of my father’s 1908 Ottertail County, Minnesota, eighth-grade class illustrates. In 1955 a ninth-grade student in my homeroom, when queried how far her father had gone in school, replied confidently, “all the way.” That meant high school graduation in the Deep Creek, Virginia, neighborhood. By the end of the twentieth century, however, that definition had changed radically. “Completing schooling” now means some college at a minimum, with about 66 percent of high school graduates now attending, and increasingly it has meant acquiring a post-graduate degree. These changing expectations for what is considered sufficient schooling have dramatically altered American views of higher education. Once thought the domain of the very few (less than 2 percent of the age group in 1900) and largely peripheral to the economy, colleges and universities occupied a very different position at the beginning of the twenty-first century. They now appeal to a mass population, and they constitute a crucial link in the economy through their research and development activities. Furthermore, unlike 1900 when few foreigners would ever have considered coming to the United States to study, they now attract both students and faculty from all over the world, including some of the most gifted and ambitious. The range of these institutions from the leading research universities, which remain among the best in the world, to “open enrollment” institutions (with no requirements for admission other than paying the tuition), which provide unparalleled access to higher education, is extraordinary. Today the academic overlap between some of the best high schools and some undergraduate institutions is considerable, with high school juniors and seniors flourishing in college classes.

Challenging Imperialism Across Borders: Recent Studies of Twentieth-Century Internationalist Networks against Empire

2019 ◽  
Vol 29 (1) ◽  
pp. 104-115
Author(s):  
Daniel Brückenhaus
Keyword(s):  
Twentieth Century ◽  
Review Article ◽  
Decision Makers ◽  
Global Trends ◽  
Single Colony ◽  
The World ◽  
Different Parts

In recent years there has been a growing interest in the global dimensions of twentieth-century imperialism and anti-imperialism. Historians, themselves part of an increasingly interconnected world, have been drawn to investigate the links between anti-colonial activists working in different parts of the globe. After a period in which most studies had focused either on the perspective of imperial decision makers in Europe or on that of nationalist activists within the framework of one single colony, more recently scholars have argued that the first of these approaches underrates the agency of anti-imperialists in interactions with the imperial rulers, while the second makes it difficult to explain broader, global trends, including the surprising near-simultaneity of decolonisation in large parts of the world between 1945 and 1970. Instead, historians now argue that we need to take into account the inherently internationalist visions of many activists in this period, which led them to travel the world, interact with their counterparts from other colonies, develop shared views of anti-imperialism and provide each other with practical and ideological support. This review article examines some of the most successful monographs to be published in this field between 2014 and 2018.

scholarly journals The Main Directions of the Humanization of Industrial Objects in Urban Environment

2020 ◽  
Vol 14 (1) ◽  
pp. 60-65
Author(s):  
Maksym Votinov ◽  
Olga Smirnova ◽  
Maria Liubchenko
Keyword(s):  
Twentieth Century ◽  
Urban Environment ◽  
World Economy ◽  
Developed Countries ◽  
Compositional Techniques ◽  
Industrial Facility ◽  
Industrial Facilities ◽  
Foreign Experience ◽  
The World ◽  
The City

The tendency to transform the old industrial areas began in 1950-1960 last century in Europe and America. By the end of the twentieth century with the development of the world economy, the time has come when the transformation of industrial infrastructure is becoming a comprehensive phenomenon. Currently, in the economies of developed countries, forms of transformation such as global mergers, takeovers, re-equipment and re-functioning are being intensively implemented. Based on the analysis of positive foreign experience, the main directions of humanization of the urban environment are considered through the transformation of industrial facilities. The transformation of industrial facilities and their territories with a change in functionality becomes the main direction of humanization of the urban environment in the XXI century. Numerous architectural and compositional techniques are allowed to adapt any industrial facility in the dynamic infrastructure of the city.

scholarly journals Diversifying Finance of Higher Education

1995 ◽  
Vol 3 ◽  
pp. 5 ◽  
Author(s):  
John C. Weidman
Keyword(s):  
Higher Education ◽  
Developed Countries ◽  
Cost Recovery ◽  
Policy Implications ◽  
Public Funds ◽  
Goods And Services ◽  
Student Access ◽  
The World ◽  
The Government ◽  
Developing And Developed Countries

In countries throughout the world, there are increasing pressures to reduce the government share of costs for goods and services with high payoffs to individuals so that the limited available public funds can be used for other needs. This paper suggests several strategies for reducing government expenditures on higher education, including direct cost recovery, grants from and contracts with external agencies, income-producing enterprises, private contributions, and expansion of the private sector. Policy implications and examples (e.g., student access and financial aid, tax status of revenues from enterprises, deferred cost recovery) are presented for both developing and developed countries.

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