scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

scholarly journals Gedanken zum Hochschulwesen in Polen. Veränderungen – Streitpunkte – Wertungen. Teil 2

2018 ◽  
Vol 13 (1) ◽  
pp. 9-30
Author(s):  
Małgorzata Grzywacz ◽  
Magdalena Piorunek ◽  
Grażyna Miłkowska ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Education System ◽  
Bologna Process ◽  
International Project ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Department ◽  
University Level ◽  
The University

This report is a part of the outcome of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” realised in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department Erziehungswissenschaft and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was realised jointly by representatives of academic centres from Germany, Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives in the higher education organisation in individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, in particular the problems of education of teachers at the university level was discussed. The following text is an outcome of the contribution of Polish group engaged in the project realisation. The report will be presented in two parts. The first part is focused on the macro-social context of transformations in the higher education system in Poland. Realisation of selected aspects of Bologna Process directives is described and supplemented with empirical comments. The second part is concerned with selected aspects of university level education of teachers, followed by a polemic against the assumptions and realisation of the target transformations of higher education system.

scholarly journals Burton Clark's The Higher Education System: Academic Organization in Cross-National Perspective

2010 ◽  
Author(s):  
John Brennan
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
System Level ◽  
Recent Analysis ◽  
Education Systems ◽  
Business World ◽  
Higher Education System ◽  
Higher Education Systems ◽  
The University

In The Higher Education System , Burton Clark provides a model for the organisational analysis of higher education institutions and systems. Central to the model are the concepts of knowledge, beliefs and authority. In particular, Clark examines how different interest groups both inside and outside the university shape and subvert the management of change. Within the university, Clark notes the tensions between the 'enterprise' and the 'discipline' and at the system level between the state authority, the market and the academic oligarchy. In considering the applicability of Clark's model to an understanding of today's higher education systems and institutions, one can note a weakening of boundaries both within higher education institutions and between them and other institutions of society. Arguably, there has been a lessening of the organisational distinctiveness of universities and an invasion by the language and ideas of the business world. The broadening of the social functions of modern higher education systems may be one of the reasons why academic authority seems to be subject to greater external challenge. Nevertheless, much of Clark's analytic model remains highly relevant to our understanding of higher education systems and institutions even if their empirical manifestations have changed over the intervening years. Clark's model shares much in common with a more recent analysis of the changing relationship between higher education and society conducted as part of a recent project of the European Science Foundation, although changes in emphasis and in authority relationships are also revealed.

scholarly journals Luxembourg’s Expanding Higher Education System: Responding to Global Norms

2016 ◽  
pp. 27-28
Author(s):  
Gangolf Braband ◽  
Justin J.W. Powell
Keyword(s):  
Higher Education ◽  
Education System ◽  
Research Universities ◽  
Bologna Process ◽  
Local Resistance ◽  
Institutional Response ◽  
Higher Education System ◽  
Global Norms ◽  
The University

Luxembourg has an expanding higher education system, with one of the youngest European national research universities at its center. The University of Luxembourg was founded, against local resistance, as an elite institutional response to global norms and to the Europe-wide Bologna Process. 

scholarly journals Comparative analysis between the higher education systems of Ecuador and Bolivia

2017 ◽  
Vol 2 (10) ◽  
pp. 70-83
Author(s):  
Martha Concepcion Macias ◽  
Javier Hernando Sanmartin
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Education System ◽  
Social Model ◽  
Technological Evolution ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Similarities And Differences ◽  
Political Economic

This is a comparative analysis of higher education systems in Ecuador and Bolivia, countries that are characterized by cultural diversity and geographic proximity; its evolution in the higher education system has progressed in recent years with different rate.  Reason given, the aim of this work is to make a comparison, to understand the similarities and differences between the systems of higher education in Ecuador and Bolivia, and thus, we can have a diagnosis in relation to the structure of the higher education system of both countries. In this context, we provide an overview about the situation or reality in which both institutions of Higher Education (IES) are developed. Also, the aspects that distinguish the higher education in these countries such as their regulations are mentioned, their internal political contexts, resources, segments, management, technological evolution; and the change of the political, economic and social model. In this way, a description of the main features of the Ecuadorian and Bolivian higher education systems is made, which is summarized in a comparative chart showing the similarities and differences that characterizes them.

scholarly journals PRIORITIES OF IMPROVING THE COMPETITIVENESS OF HIGHER EDUCATION IN REGIONAL DEVELOPMENT MANAGEMENT (CASE OF UKRAINE)

2021 ◽  
Vol 5 (1) ◽  
pp. 144-157
Author(s):  
O. Hrynkevych ◽  
◽  
O. Sorochak ◽  
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Regional Development ◽  
Conceptual Model ◽  
Economic Efficiency ◽  
Education System ◽  
Education Systems ◽  
Higher Education System ◽  
Priority Areas ◽  
Higher Education Systems

Purpose. This article aims to test the hypothesis of significant imbalances in the regional higher education systems in Ukraine and to substantiate the priority areas for improving their competitiveness on the criteria of quality, social responsibility, and economic efficiency. Design/methodology/approach. The first part of the study offers a conceptual model for analysing the higher education system's competitiveness. The authors use the main provisions of the theory of human, social and intellectual capital, stakeholder theory, literature review method, and interdisciplinary approach to determine the features of higher education as a particular sector of social activity, regional economy, as well as an object of competitiveness analysis in terms of three criteria – quality, economic efficiency, and social responsibility. In the second part, the authors propose the methodological framework and list of indicators for analysing the regional higher education systems based on a developed conceptual model. The third part presents the results of statistical analysis of higher education systems in 25 regions of Ukraine and priority areas for improving their competitiveness by the criteria of quality, social responsibility, and economic efficiency. Findings. The hypothesis of significant imbalances in the regional higher education systems in Ukraine is proven. The results of the analysis reveal substantial differences in the regional higher education systems, particularly for indicators as the ratio of university entrants and high school graduates participating in the independent external testing in this region, the proportion of HEIs students studying at the expense of local budgets, the number of regional HEIs in the world university rankings. Considering the results of the analysis and the features of regional development, the authors substantiate the priority areas for improving the competitiveness of the higher education system for Ukraine’s regions by the criteria of quality, social responsibility, and economic efficiency. Each of these priority areas involves using appropriate target indicators and considers the interests of key stakeholders of the higher education system. Practical implications. The authors propose priority areas for improving the competitiveness of higher education in the regions that can be used to implement the strategic goals of the potential intellectual development of Ukraine's regions and thus enhance the role of HEIs in solving urgent problems of regional development. Originality/value. Despite numerous papers on economics and management in higher education, there are virtually no studies in academic practice, which aim to take into account the regional features of higher education. Secondly, based on its comprehensive empirical research, third, it can justify the strategic priorities for the development of provincial higher education systems with relevant target indicators. Thus this study aims to fill these gaps.

scholarly journals Research on Resources and Environment of Vietnam’s Higher Education System in Accordance with U21 Ranking of National Higher Education Systems

2021 ◽  
Author(s):  
Bui Vu Anh ◽  
Tran Thi Hoai ◽  
Nguyen Thi Tuyet Anh ◽  
Dao Van Huy
Keyword(s):  
Higher Education ◽  
Education System ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Vietnamese Higher Education ◽  
Input Variables ◽  
The Impact ◽  
Resource And Environment ◽  
Measures Of Performance

The network of research universities - Universitas 21 (U21) has developed a global ranking which examines 24 measures of performance indicators across four areas: Resources, Environment, Connectivity, and Output (called U21 Ranking of National Higher Education Systems) to assess the national higher education systems. In which, Resources and Environment are input variables, Connectivity and Output are outcomes. This paper will study Vietnam's policy environment and resources, corresponding to two input measures of the ranking: Resources and Environment. The paper also reviews the experiences of some countries, the current situation of resources, and the impact of the policies on national higher education compared to Vietnam. The authors have proposed six solutions on Resource and Environment to improve the position of the Vietnamese higher education system with the expectation that the higher education system of Vietnam will create positive changes and be in the Top 50 best national higher education systems of U21 Ranking.

3. Global patterns of higher education

2017 ◽  
pp. 37-61
Author(s):  
David Palfreyman ◽  
Paul Temple
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Ivy League ◽  
Higher Education System ◽  
Global Patterns ◽  
International Convergence ◽  
The University ◽  
The Bologna Process ◽  
National Systems

‘Global patterns of higher education’ looks at the different types of education system globally. Although virtually every country has its own national higher education system, and each of these national systems has its own peculiarities (and most national systems contain considerable variations within them), scholars of higher education have defined a number of system types: the Humboldtian model, which emphasizes the integration of teaching and research; the ‘Napoleonic’ model of France; the Anglo-Saxon model; the US’s Ivy League and intensive research model; and an emerging Confucian model in Asia. The relationship between the state and the university and college is also considered along with the Bologna Process of international convergence.

Higher education reform in russia:international experience and economics

2014 ◽  
pp. 97-108 ◽  
Author(s):  
V. Tambovtsev ◽  
I. Rozhdestvenskaya
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Education System ◽  
Institutional Environment ◽  
Higher Education Reform ◽  
System Transformation ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Russian Higher Education

The paper is aimed to analyze the current higher education reform in Russia in the context of international experience of higher education systems’ performance and economics’ statements. It is shown that changes put into practice are in discrepancy with Russian higher education system institutional environment. As a consequence the achievement of formal resemblance of Russian higher education system with other effective higher education systems will not result in real improvement of its efficiency and quality. Alternative directions for the Russian higher education system transformation are proposed.

scholarly journals COMPETITIVENESS OF HIGHER EDUCATION SYSTEM: INTERNATIONAL DIMENSION

2020 ◽  
Vol 5 (1) ◽  
pp. 7-14
Author(s):  
Anna Verbytska ◽  
Nataliia Kholiavko
Keyword(s):  
Higher Education ◽  
International Organizations ◽  
Education System ◽  
Integrated Approach ◽  
Educational Systems ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
The World ◽  
Financial Internationalization

The globalization of the scientific-educational area determines the search for new competitive advantages of universities. One of the modern instruments of competition in the world educational services market is universities ranking. Nowadays the educational rankings are widespread; they are studied by researchers and experts of international organizations. In the same time the high dynamism of scientificeducational area requires the permanent monitoring of the competitive positions of the national higher education systems. The purpose of the article is to analyze the competitive positions of higher education systems of selected countries in the world rankings, as well as to identify the directions of increasing their competitiveness in the context of globalization and digitization of the scientific-educational area. The authors studied the methodology of a range of popular rankings of educational systems, and analyzed the ranks of selected countries (United States of America, Switzerland, United Kingdom, Sweden, Denmark, Canada, Finland, Norway, Ukraine, Germany, France, Austria, Poland, China, and Spain). The selection is based on the differentiation of the countries according to the geographic position and ranking position. The source of data: bases of international organizations OECD, World Bank, UNESCO, ILO; and rankings ARWU, SCImago, Webometrics, and Leiden Ranking. Based on the comparative analysis, the article concludes that the increasing of competitiveness of the national higher education system needs the use of integrated approach combining the set of educational, research, financial, internationalization, and managerial components. The authors emphasized the urgency of developing and implementing institutional strategies for internationalization of universities, synchronized with national ones.

scholarly journals Comparing the Expanded Effect of Higher Education Systems on Their GPI in China and India

2021 ◽  
pp. 1-4
Author(s):  
Tien-Li Chen ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Arima Model ◽  
Education Systems ◽  
Higher Education System ◽  
Gender Parity ◽  
Higher Education Systems ◽  
China And India ◽  
The World Bank ◽  
The World

China and India are with the most populous and second populous countries in the world. This study selected China and India as research targets to compare their trends of gender parity in expanding higher education. The data on the gross enrollment ratio of male and female in both countries were collected from the World Bank from 1973 to 2018. The study applies the Gender Parity Index (GPI), which according to Trow’s definition, interpret the trends of gender parity in three stage within expanding higher education system. Furthermore, the study uses ARIMA model to predict the trends of GPI in higher education systems in both China and India toward 2030. This study suggests the trends of gender equality have made significant progress in expanding higher education systems. As our prediction, the higher education system is going to be more favorable to female in the future.

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