scholarly journals Poland's Transition In Business Education

2010 ◽  
Vol 3 (1) ◽  
pp. 53-60
Author(s):  
Bozena Leven
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Market Economy ◽  
Business Education ◽  
Interesting Case ◽  
Higher Education Reform ◽  
European Countries ◽  
Planned Economy ◽  
Higher Education System ◽  
The Impact

Prior to Poland's transition from central planning to a market system, which began in 1990, schools of business were non-existent in that country. Instead, university level instruction on economics during the socialist period was closely tied to ideological priorities, and limited to imparting skills suitable for planned economy. All universities were owned by the state, heavily politicized, and solely focused on supporting a centrally planned economy.  There was no meaningful attempt to impart, or even describe, market oriented theories, leaving Poland almost wholly without the basic human capital needed to run a market economy. This backdrop makes higher education reform particularly crucial for Poland’s continued economic development and, to date, marketization has fundamentally transformed that sector.  Poland’s current higher education system is now compatible with those of many Western European countries, relies on standard Western curricula, and enjoys significant academic autonomy, which exceeds that of some more developed Western countries. This sector has also seen an unprecedented growth in economics and business programs enrollments, along with the formation of private universities.  Indeed, the depth and rapidity of Poland's progress in reforming higher education stands in marked contrast to that of other former centrally planned economies, and may serve as an interesting case study for potential reforms in Russia and other former Soviet republics.  In this paper we describe the progress and effects of several major reforms in Poland's higher business education, examining changes in funding, potential funding sources, the structure of faculty governance, educational programs and degrees granted, the formation of new curricula, and Poland’s system of faculty promotion. Following this examination, we identify and discuss a number of continuing systemic obstacles to further progress in this area, and discuss how they might be addressed.  In addition, we apply Western metrics to assess and evaluate the impact of reform on the current and future quality of Poland's business education. One consequence of Poland's transition to a market economy is its high level of governmental involvement in income redistribution policies,  and  a  quasi-monopolistic position regarding the provision of such services as for example, health care, and quality higher education .  Because these governmental policies have parallels in the experiences of European countries, those experiences provide insights into possible outcomes upon which various policy recommendations for Poland may be drawn.

scholarly journals Creating World-Class Universities in Japan: Policy and Initiatives

2008 ◽  
Vol 6 (5) ◽  
pp. 629-640 ◽  
Author(s):  
Jun Oba
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Basic Education ◽  
Higher Education Reform ◽  
Develop World ◽  
Funding Policy ◽  
Higher Education System ◽  
World Class ◽  
The Government ◽  
World Class Universities

For a very long time the Japanese government concentrated its higher education investment on a handful of national institutions, until the policy came to be called into question in the late 1980s in the face of globalisation and other factors. Higher education reform was significantly accelerated in the 1990s: the government has continuously deregulated the higher education system including the incorporation of national universities, and has brought more and more competition through diverse competitive funding schemes. Some policies – not only higher education policies but also science and technology ones – were explicitly designed to develop ‘world-class’ education and research centres, such as the 21st COE programme. This article suggests that although a funding policy based on competition, with a strict evaluation, seems to be a move in the right direction, a right balance of budget allocation between competitive funds and basic education-research funds should be sought. Furthermore, the programmes of the government have to be offered in a more consistent manner, and more concerted and integrated efforts will be required, to address the critical problem of building world-class universities.

scholarly journals A Literature Review of Higher Education Reform and Lifelong Learning in a Digital Era

2020 ◽  
pp. 189-197
Author(s):  
Marcia Håkansson Lindqvist ◽  
Peter Mozelius ◽  
Jimmy Jaldemark ◽  
Martha Cleveland-Innes
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Education Reform ◽  
Lifelong Learning ◽  
Higher Education Reform ◽  
Higher Education System ◽  
Higher Education Reforms ◽  
Digital Era ◽  
Education Needs ◽  
Selection Of

Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main constructs: lifelong learning and higher education reform, answering the question of which key themes of lifelong learning, if any, are emerging in higher education reforms. Using a systematic review of relevant, foundational, and current published literature on lifelong learning and higher education reform, the twostep selection of the publications is presented. Key themes are discussed as well as next steps in the continued study with the systematic literature review in which selected articles will be read by and expert panel. How lifelong learning and higher education reform can create a diverse higher education system which will address diverse students and required competencies in diverse, dynamic societies will be of importance for future study.

Of Credits, Kontrakty and Critical Thinking: Encountering ‘market reforms' in Kyrgyzstani higher education

2005 ◽  
Vol 4 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Madeleine Reeves
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Teaching Practice ◽  
Participant Observation ◽  
Higher Education Reform ◽  
Market Reforms ◽  
Administrative Reforms ◽  
Institutional Settings ◽  
Anthropological Literature ◽  
The Impact

This article explores the impact of market metaphors and mechanisms on higher education in Kyrgyzstan. Drawing upon recent anthropological literature on the local meanings of market reforms in post-socialist contexts, as well as work in the field of educational policy that has focused attention on the ‘local spaces' in which curricular and administrative reforms are encountered, this study will explore the ways in which languages of market have been received and appropriated by the students, teachers and administrators who have to negotiate what Kyrgyzstani higher education reform means in practice. Specifically, the article examines how practices and valuations of higher education have been affected by the opening of commercial ( kontraktnyie) departments in nominally state universities, by the transformation of curricular content and teaching practice in the social sciences, and by the severing of the Soviet-era link between higher education and guaranteed professional employment. Drawing upon interviews and participant observation, it will suggest that we need to move beyond the overdrawn dichotomies in which contestations over the post-Soviet educational space are generally cast (‘East’ vs. ‘West’; ‘Tradition’ vs. ‘Innovation’) to focus on the complex ways in which educational ‘reform’ is practised and interpreted in specific institutional settings.

scholarly journals Higher Doctorate in Poland and Implications for Polish Higher Education and Scientific Development

2021 ◽  
Vol 56 (1) ◽  
Author(s):  
Nguyen Minh Ngoc ◽  
Nguyen Hoang Tien
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Education System ◽  
European Countries ◽  
Scientific Development ◽  
Scientific Career ◽  
Higher Education System ◽  
Current State ◽  
Polish Higher Education ◽  
The Impact

This article reveals the specificity of the Polish higher education system with a higher doctorate (doctor of science) as an obligatory stage of individual scientific career development in a contrary to most European countries where this title exists. The article presents the current state of Polish science, questioning the usefulness and the raison d'être of this title and showing the impact of its existence on the perspective of Polish higher education and Polish scientific development.

scholarly journals Chilean Educational Reform (2014-2018) and its Impact on Higher Education System

2021 ◽  
pp. 43-56
Author(s):  
José Manuel Morales Valdés
Keyword(s):  
Higher Education ◽  
Educational Reform ◽  
Tertiary Education ◽  
Interesting Case ◽  
The State ◽  
Special Focus ◽  
Higher Education System ◽  
Political Dispute ◽  
The Impact

During the second term of the President Michelle Bachelet (2014-2018), a transversal educational reform was carried out. To tertiary education its main purpose was to provide free tuition for higher education institutions (HEIs): Universities, Technical Training Centers (CFT) and Professional Institutes (IP). In that context, this paper analyzes the impact of this educational reform as it pertains to the Chilean system of higher education, with special focus on the implementation of free tuition as a new way to transfer resources from the State to HEIs. The methods used is the documental analysis of different legal texts, as Acts and Budget Acts. They are analyzing to identify manifestations of governmental rationality, identifying  the language-in-use or its performative dimension. The analysis considers political variables and how they influenced the process. Its focus is to see legal and institutional changes along with public budget and the impact of HEIs enrolment. The results indicate that despite the significant transformations carried out in the sphere of higher education, the reform could not achieve a significant change in the relationship between the State and HEIs due to the political dispute that arose in the process, thus achieving mixed results. Chilean higher education provides an interesting case study which can serve as reference for educational debates in other countries.

scholarly journals Programme Profiles and the Reform of Higher Education in Europe: The Role of Tuning Europe

2014 ◽  
Vol 1 (1) ◽  
pp. 203 ◽  
Author(s):  
Luigi F. Donà dalle Rose ◽  
Guy Haug
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Geographical Area ◽  
Bologna Process ◽  
Higher Education Reform ◽  
Tuning Method ◽  
The World ◽  
Governmental Institutions ◽  
The Impact

This article provides an overview of the profiling of higher education programmes in Europe as part of the overall process of higher education reform in Europe over the past decade (2000-2012) and of the role of Tuning in this process. The article starts with a recall of the architecture and objectives of the change process, based on the interplay between the intergovernmental Bologna process (with a main focus on structural change), the European Union’s parallel Agenda for the Modernisation of Higher Education (with a focus on policy change for the Union’s main objectives: growth and jobs, mobility, recognition and attractiveness) and Tuning. The second part of the article provides some data about and examples of the method and importance of Tuning in stimulating and shaping the renovation of higher education programmes, with a focus on Tuning’s initial geographical area (Europe) and a glimpse to other continents, in line with Europe’s need to build up the visibility and attractiveness of its universities in the rest of the world. The final section is a retrospective and analytical reflection about the impact of Tuning on some key dimensions of the agenda for the modernisation of higher education in Europe; while acknowledging that the Tuning method and principles have not always been fully understood by higher education as well as governmental institutions, Tuning has made an outstanding contribution to such key aspects as the relevance, comparability and quality of programmes, the development of quality assurance and accreditation policies and agencies and the recognition of qualifications — both within Europe and with partner countries in other parts of the world.

Higher Education Reform in Time of Crisis

2021 ◽  
Vol 45 (1) ◽  
pp. 123-149
Author(s):  
Foteini Asderaki
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Economic Crisis ◽  
Education System ◽  
Higher Education Policy ◽  
Higher Education Reform ◽  
European Level ◽  
Higher Education System ◽  
Coalition Governments ◽  
Policy Choices

Abstract This study examines the transformation of the Greek higher education system at a time of crisis focusing on syriza/anel governance (2015–19). It aims to contribute to the literature on coalition governments’ policy choices. It also intends to enrich the research on the new party cleavages triggered by the economic crisis which hit both Europe and Greece in 2008/9, across pro- vs anti-Europeans/Eurosceptic and pro- vs anti-austerity parties, and on how these cleavages are reflected in higher education policy. It argues that these divides and the politicisation of higher education at the national and European level mobilized partisan entrepreneurs to pursue their strategies and ideological preferences in framing the agenda, to offer solutions based both on an anti-EU and an anti-austerity platform to reverse and reform the previous governments’ laws and forward their own reforms.

Sign in / Sign up

Export Citation Format

Share Document