scholarly journals The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Turgut Karakose
Keyword(s):  
Higher Education ◽  
Policy And Practice ◽  
The Impact

scholarly journals Resilience and Empowerment through Higher Education in Kakuma Refugee Camp: A Conversation

2021 ◽  
Vol 4 (1) ◽  
pp. p64
Author(s):  
Paul O’Keeffe ◽  
Samuel Niyonkuru
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Refugee Camp ◽  
Management Policy ◽  
Local Health ◽  
Policy And Practice ◽  
Health Care Organisation ◽  
Care Organisation ◽  
The Impact

Resilience and empowerment are concepts that recently have become popularised in the world of forced displacement management policy and practice. Often undervalued and dismissed as being buzzwords, these concepts have become bound up in the burgeoning study of higher education in refugee contexts. This article explores these themes in the frame of a real-world experience of studying a blended learning medical studies course in Kakuma refugee camp and the impact it has had on an individual’s life and that of his community. Building on the academic discourse, we present a case study of the individual’s experience of studying an online and face-to-face course in Kakuma refugee camp and subsequently undertaking an internship with a local health care organisation. Through a discursive conversation, the subject of the case study reveals the positive impact this educational experience has fostered in his life by instilling resilience and empowering him to become a force for positive change in his community.

scholarly journals A Global View of Internationalisation: What Next?

2021 ◽  
pp. 83-88
Author(s):  
Elspeth Jones ◽  
Hans de Wit
Keyword(s):  
Higher Education ◽  
International Association ◽  
Higher Education Institutions ◽  
Policy And Practice ◽  
Global View ◽  
Key Points ◽  
The World ◽  
The Impact ◽  
Different Parts

AbstractThe International Association of Universities has long espoused a values-driven approach to internationalisation “to ensure that the outcomes of internationalisation are positive and of reciprocal benefit to the higher education institutions and the countries concerned” (IAU 2012). In line with this, there is increasing discussion about whether the concept of internationalisation has yet been adopted in more distinctive forms in different parts of the world to better reflect local needs and priorities. This debate seeks to consider the impact on policy and practice through new perspectives from those whose voices do not normally have a strong presence in the discourse. In this contribution, we will reflect further on these key points, and consider what might be involved in taking the internationalisation agenda forward in more sustainable, equitable and inclusive ways.

Student Mobility and Migrant Knowledge

2014 ◽  
Vol 28 (2) ◽  
pp. 69-77
Author(s):  
J.J. Vauterin ◽  
T. Virkki-Hatakka ◽  
K.E. Michelsen
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Knowledge Flows ◽  
Knowledge Flow ◽  
Current Policy ◽  
Policy And Practice ◽  
Assessment Policy ◽  
The Impact ◽  
The Relationship ◽  
Over Time

For a better understanding of the impact of global student flows on industries and knowledge societies, we need to rethink the relationship between global student mobility and migrant knowledge. The authors elaborate on the view that current policy and practice relating to higher education mobility puts too much emphasis on mobilizing pools of knowledge, thereby ignoring the fact that knowledge flows tend to be concentrated among people who are actively participating in the knowledge flow. Adopting a shared social context perspective on the dynamics of knowledge flow embedded in mobile minds may enable a better assessment to be made of the impact of student mobility over time on industries and societies. Given such an assessment, policy and practice measures can be developed to encourage those involved in the knowledge flow to exploit student talent flow more effectively.

Global University Rankings in European Higher Education Policy and Practice

2021 ◽  
pp. 62-83
Author(s):  
Maruša Hauptman Komotar
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
University Rankings ◽  
Policy And Practice ◽  
National Policies ◽  
Comparative Higher Education ◽  
Global University ◽  
European Higher Education ◽  
Key Indicators ◽  
The Impact

This chapter explores the impact of global university rankings on the development and implementation of institutional and national policies and practices in the two countries forming the European Higher Education Area. More precisely, it focuses on Slovenia and the Netherlands which are rarely in the focus of comparative higher education research. Initially, it discusses the landscape of eight selected global rankings in terms of key indicators they use and criticisms to which they are subjected. Afterwards, it investigates global (and national) rankings in the framework of institutional and national policies, strategies, and practices of each country case. In the continuation, it places the obtained results into the comparative perspective and concludes by highlighting that university rankings frequently support vertical diversity within and between (Slovenian and Dutch) higher education systems and, as such, disregard the complexity of particular disciplinary, institutional and national contexts.

scholarly journals From Micro to Macro

2021 ◽  
Vol 9 (2) ◽  
pp. 1-8
Author(s):  
Mikaël De Clercq ◽  
Ellen Jansen ◽  
Taiga Brahm ◽  
Elke Bosse
Keyword(s):  
Higher Education ◽  
Student Diversity ◽  
Special Issue ◽  
Study Success ◽  
Policy And Practice ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Micro Level ◽  
The Impact

Transition into higher education (HE) remains at the forefront of policy and practice in education worldwide (Gale & Parker, 2014). Transition as a process (Nicholson, 1990) in which individuals move from one stage to another may cause stress and discomfort that possibly lead to negative outcomes. Transition into HE is a particularly challenging process for the student due to a large variety of difficulties and requirements which could impede study success (Trautwein & Bosse, 2017). Moreover, increasing student numbers and diversity in European HE have reinforced concerns about study success in general and the successful transition to university in particular (Abbott-Chapmann, 2006, 2011; Vossensteyn et al., 2015; Wolter, 2013). Consequently, it is important to further develop our understanding of factors that can contribute to a successful and less stressful transitions into higher education for a diverse student body. In this special issue, we go beyond considering individual factors, such as student characteristics (micro level). In addition to student diversity, we investigate the impact of the learning environment/ institution (meso level) and national educational policies (macro level). Each study contributes to this endeavour by connecting two of the three levels of higher education.

Modernisation of Higher Education – Willful Action or Wishful Thinking? The Case of Bulgaria

2020 ◽  
Vol 8 (3) ◽  
pp. 3-17
Author(s):  
Elena Blagoeva
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Negative Impact ◽  
National Level ◽  
Sustainable Growth ◽  
Research Approach ◽  
Case Study Methodology ◽  
The Impact ◽  
The Eu

The impact of the last global economic crisis (2008) on the European economy put a strain on higher education (HE), yet it also pushed the sector towards intensive reforms and improvements. This paper focuses on the “Strategy for the Development of Higher Education in the Republic of Bulgaria 2014-2020”. With a case study methodology, we explore the strategic endeavours of the Bulgarian government to comply with the European directions and to secure sustainable growth for the HE sector. Our research question is ‘How capable is the Bulgarian HE Strategy to overcome the economic and systemic restraints of Bulgarian higher education?’. Because the development of strategies for HE within the EU is highly contextual, a single qualitative case study was chosen as the research approach. HE institutions are not ivory towers, but subjects to a variety of external and internal forces. Within the EU, this is obviated by the fact that Universities obtain their funds from institutions such as governments, students and their families, donors, as well as EU-level programmes. Therefore, to explore how these pressures interact to affect strategic action on national level, the case method is well suited as it enabled us to study the phenomena thoroughly and deeply. The paper suggests the actions proposed within the Strategy have the potential to overcome the delay, the regional isolation and the negative impact of the economic crisis on the country. Nevertheless, the key elements on which the success or failure of this Strategy hinges are the control mechanisms and the approach to implementation. Shortcomings in these two aspects of strategic actions in HE seem to mark the difference between gaining long-term benefits and merely saving face in front of international institutions.

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