The New Political Economy of the Twenty-First-Century Higher Education

2021 ◽  
pp. 001946622110243
Author(s):  
Sudhanshu Bhushan
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Balance Of Power ◽  
Quantitative Information ◽  
First Century ◽  
Individual Choice ◽  
Twenty First Century ◽  
Jel Code ◽  
Quality In Higher Education ◽  
The Individual

I pose the problems of quality in higher education to be addressed through a bureaucratic, technology-centric and accountability-based framework. It relies heavily on quantitative, information-based and ideal institutional system of higher education. The new political economy of the twenty-first-century higher education creates the balance of power in favour of state and utilises the individual choice and market-based principle of governance. The article argues the alternative in terms of shifting the power in favour of academia. The power of academia shall be realised only if the attention is focussed both on creation as well as the purpose of knowledge in the twenty-first century. Universities need to be hermeneutic for allowing the scope of creative activity and accommodate the voices of marginalised sections. It means practical rationality should guide the academia and administrators of higher education. JEL Code: I2, I28

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

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