Technologies of Governance in Context: Four Global Windows Into Neoliberalism and Audit Culture in Higher Education

2019 ◽  
Vol 26 (7) ◽  
pp. 743-747
Author(s):  
Marc Spooner
Keyword(s):  
Higher Education ◽  
The United States ◽  
Qualitative Inquiry ◽  
Special Issue ◽  
Academic Impact ◽  
University Of Illinois ◽  
Audit Culture ◽  
The United Kingdom ◽  
Canadian Perspective ◽  
Context Specific

This partial special issue of Qualitative Inquiry, titled “Technologies of Governance in Context: Four Global Windows Into Neoliberalism and Audit Culture in Higher Education,” examines various aspects of the academic impact of neoliberal technologies from four context-specific locations that include Australia, Mexico, the United Kingdom, and the United States, in addition to my own Canadian perspective in this introduction. It is based on a similarly themed plenary panel that was held in 2018 as part of the 14th Annual International Congress of Qualitative Inquiry at University of Illinois, Urbana–Champaign titled “The Politics, Places, Forms, and Effects of Accountability, Quality Assurance, and/or Excellence Frameworks in these Global Troubled Times.”

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

A Comparison of China’s “Ivy League” to Other Peer Groupings Through Global University Rankings

2017 ◽  
Vol 21 (5) ◽  
pp. 395-411 ◽  
Author(s):  
Ryan M. Allen
Keyword(s):  
Higher Education ◽  
The United States ◽  
University Rankings ◽  
Education Policies ◽  
Ivy League ◽  
Chinese Universities ◽  
The United Kingdom ◽  
Higher Education Policies ◽  
Global University ◽  
World Class

This article analyzes the People’s Republic of China’s elite-making higher education policies that began in the early 1990s, notably with the 211 Project and then 985 Project, which led to the formation of the C9 League, a group of nine leading institution’s dubbed China’s “Ivy League.” This elite grouping is compared with other Chinese universities in terms of global rankings from 2003 to 2015 to ascertain the separation by these top tiered institutions. Furthermore, the C9 League will be compared with other global elite coalitions in the United States, Canada, Australia, and the United Kingdom over the same period. University rankings, despite considerable criticism, have provided the Chinese leadership with key benchmarks for their vision of world-class higher education. This article finds that the C9 League has made some separation from other Chinese universities and has also caught up with its Western peers (notably passing Canada’s U15) in terms of international rankings.

scholarly journals Introduction

2018 ◽  
Vol 11 (1) ◽  
pp. 1-18
Author(s):  
Lisa Garforth ◽  
Anselma Gallinat
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Historical Context ◽  
Special Issue ◽  
Learning And Teaching ◽  
Audit Culture ◽  
League Tables ◽  
Theories Of Practice ◽  
Change In Higher Education ◽  
The Government

This introduction sets the theoretical and historical context for this special issue on student engagement. Drawing on literatures about audit culture, governance and change in higher education institutions, and theories of practice, institutions and organisation, it sheds light on the current era of English higher education. The Browne Review led to the withdrawal in 2010 of the majority of the government teaching grant for English universities, and it tripled tuition fees in 2012. In the post-Browne era, ‘engagement’ emerged as an organising concept linked in multiple ways to other objects and discourses, in particular university league tables and measures of student satisfaction; and it was swiftly and often unreflexively translated into visions for developing learning and teaching. This special issue focuses on this specific shift in policy and discourse, exploring institutional change and everyday experience, and reflecting on the power and limits of policies.

International Perceptions of Cyberbullying Within Higher Education

2017 ◽  
Vol 28 (4) ◽  
pp. 144-156 ◽  
Author(s):  
Julie Marie Luker ◽  
Barbara C. Curchack
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
Policy Development ◽  
The United States ◽  
Professional Role ◽  
Evidence Based ◽  
The United Kingdom ◽  
Do So ◽  
Cyberbullying Policy

In this study, we investigated perceptions of cyberbullying within higher education among 1,587 professionals from Australia, Canada, the United Kingdom, and the United States. Regardless of country or professional role, participants presented essentially the same bleak picture. Almost half of all participants observed cyberbullying between students within the last year, about one in every five intervened in an incident, and only 10% felt completely prepared to do so. Likewise, 85% of participants perceived their institution to be less than completely prepared to handle cyberbullying, with fewer than 50% even aware whether their school had a cyberbullying policy and fewer than 25% having a policy that specifically addresses cyberbullying. The majority of participants perceived cyberbullying as negative; however, approximately 10% dissented from this view. Finally, a group-serving bias was replicated; cyberbullying was perceived as more problematic at other institutions than their own. This research calls for evidence-based, systematic policy development and implementation, including how to train those who see cyberbullying as a positive phenomenon.

scholarly journals Protections for Marginalised Women in University Sexual Violence Policies

2020 ◽  
Vol 9 (1) ◽  
pp. 13-30
Author(s):  
Amelia Roskin-Frazee
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Sexual Violence ◽  
Gender Equality ◽  
Health Care Services ◽  
Higher Education Institutions ◽  
The United States ◽  
Complex Needs ◽  
Care Services ◽  
The United Kingdom

Higher education institutions in four of the top 20 wealthiest nations globally (measured by GDP per capita) undermine gender equality by failing to address sexual violence perpetrated against women with marginalised identities. By analysing student sexual violence policies from 80 higher education institutions in Australia, Canada, the United Kingdom, and the United States, I argue that these policies fail to account for the ways that race, sexuality, class and disability shape women’s experiences of sexual violence. Further, these deficiencies counteract efforts to achieve gender equality by tacitly denying women who experience violence access to education and health care. The conclusion proposes policy alterations designed to address the complex needs of women with marginalised identities who experience violence, including implementing cultural competency training and increasing institution-sponsored health care services for sexual violence survivors.

scholarly journals Guest Editors’ Introduction

2019 ◽  
Vol 25 (11) ◽  
pp. 1283-1289
Author(s):  
Ruth Lewis ◽  
Susan B. Marine
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Institutions Of Higher Education ◽  
Special Issue ◽  
Gender Based Violence ◽  
Feminist Activism ◽  
The United Kingdom ◽  
Gender Based ◽  
Adaptive Approaches

In the midst of a wider resurgence of feminist activism, it is timely to ask whether current efforts to address gender-based violence (GBV) on campus are adequate. This guest editors’ introduction to the special issue considers whether our attention should be on transforming, rather than simply adapting, university environments. While critiquing adaptive approaches rooted in “compliance culture”, it sets out key elements of transformative approaches to GBV on campus. It introduces the articles in this special issue and their discussions about efforts to transform university environments in Canada, America and the United Kingdom. It finishes by highlighting enduring barriers to transformational work and areas for further investigation in our efforts to make institutions of higher education safe for all.

Brevity is the Soul of Wit or Something Else

2020 ◽  
pp. 198-211
Author(s):  
Sheldon Rothblatt
Keyword(s):  
Higher Education ◽  
United States ◽  
Tertiary Education ◽  
The United States ◽  
Higher Learning ◽  
Knowledge Networks ◽  
Universities And Colleges ◽  
The United Kingdom ◽  
Run Up ◽  
The University

This chapter looks at two works by accomplished and informed scholars. The first book, Universities and Colleges: A Very Short Introduction (2017), is by David Palfreyman and Paul Temple. The second, The Origins of Higher Learning, Knowledge Networks and the Early Development of Universities (2017), is by Roy Lowe and Yoshihito Yasuhara. The Origins of Higher Learning is an account of what may be termed a run-up to the institutionalization of higher learning that occurred in what Charles Homer Haskins called The Renaissance of the Twelfth Century (1927), the century in which the university as yet inchoate, is to be found. Meanwhile, Palfreyman and Temple essentially concentrate on the transformation in mission, organisation, and ‘stakeholders’ in the nineteenth century to the present, with particular attention to the provision for ‘higher education’ or ‘tertiary education’ in the United Kingdom (mainly England) and the United States.

scholarly journals A Tale of Two Countries: The Sociopolitical Integration of Latino Immigrants in Spain and in the United States

2021 ◽  
pp. 000276422199675
Author(s):  
Santiago Pérez-Nievas ◽  
Guillermo Cordero ◽  
Marie L. Mallet-García
Keyword(s):  
United States ◽  
Ethnic Group ◽  
The United States ◽  
Latino Immigrants ◽  
Immigrant Integration ◽  
Special Issue ◽  
Context Specific ◽  
Cross National ◽  
Sociopolitical Integration

This special issue addresses the need for cross-national analyses on immigrant integration. The articles in this issue examine the integration processes of Latino immigrants in the United States and in Spain in several aspects—socioeconomic, legal, educational, and political—and through varied methods—quantitative as well as qualitative—contributing to the literature in several ways. By focusing on the same ethnic group across different contexts, it provides a thorough comparison of the mechanisms at play in their integration processes. It emphasizes the context-specific and culture-specific elements that most affect immigrants’ integration. This special issue gathers nine articles that offer complementary perspectives on the integration of Latino immigrants in Spain and the United States.

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