scholarly journals Reformer i UH-sektoren. Det muliges kunst

2019 ◽  
pp. 75-98
Author(s):  
Nicoline Frølich ◽  
Jarle Trondal ◽  
Joakim Caspersen ◽  
Ingvild Reymert
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Structural Reform ◽  
Organizational Redesign ◽  
Academic Environments ◽  
High Quality Education ◽  
Problems And Solutions ◽  
University Colleges

Public sector reform tends to harbour competing ambitions, problems and solutions. Reforms in higher education policy are no exception. They are often multi-faceted phenomena, partly because higher education institutions are complex organizations with wide-ranging expectations and demands from a variety of stakeholders. This chapter argues that higher education institutions cannot ‘organize away’ competing objectives, but rather aim to create organizational designs which help complex institutions to live with complex reforms. The chapter examines the ‘Structural Reform’ in Norwegian higher education and how higher education institutions responded. Launched in April 2015, it resulted in a large-scale organizational redesign of the higher education landscape through merger processes between university colleges as well as between universities and university colleges. As with other reforms in higher education, the Structural Reform focused on several desirable but competing objectives such as high-quality education and research, regional development and world leading academic environments.

scholarly journals What about Provincial Institutions in Higher Education Policy in India?

2018 ◽  
pp. 26
Author(s):  
Anamika Srivastava ◽  
Nandita Koshal
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Policy Makers

In this article, we take stock of provincial higher education institutions in India, which—advertently or not—have not yet caught the attention of policy makers. However, these institutions employ the majority of the teachers and cater to the needs of the majority of students in the country.

scholarly journals Cloud-Based Education As a Service (CEAAS) System Requirements Specification Model of Higher Education Institutions in Industrial Revolution 4.0

2019 ◽  
Vol 8 (2S8) ◽  
pp. 1382-1386 ◽  
Keyword(s):  
Higher Education ◽  
Data Exchange ◽  
Large Scale ◽  
Production Efficiency ◽  
Industrial Revolution ◽  
Higher Education Institutions ◽  
Requirements Specification ◽  
Scale Production ◽  
Research And Innovation ◽  
System Requirements

In today’s higher education institutions (HEIs), intelligentization and digitization of education process are greatly required. Production industries are presently making changes from large-scale production to specialized or customized production. The term Industry 4.0 (IR 4.0) represents the fourth industrial revolution; the present movement or inclination of automation and data exchange and sharing in manufacturing technologies with the main aim of satisfying the individual customer desire and needs. The quick progressions in production technologies and its uses in the industries enhance production efficiency and change the workplace from tasks-based to the human-focused features. Higher education in the IR 4.0 (HE 4.0) is a complex, intricate and intriguing opportunity which has the potential to change the society for the better. The convergence and integration of man and machine will decrease the subject distance between social science and humanity and also technology and science. This will definitely need in-depth and diverse interdisciplinary teaching, research and innovation. Cloud computing (CC) as an IR 4.0 contributing technology, provides a novel means of educating people that will ultimately disrupt the present HEIs systems. Cloud-based education as a service in the era of fourth industry (CEaaS 4.0) can deliver education services in the shortest, most effective, and best affordability. The aim of this study is to propose a CEaaS system requirements specification (SRS) model that includes functional and non-fictional requirements; aligned with IR 4.0, the next industrial revolution.

INFLUENCE OF INTERNATIONALIZATION PROCESSES IN THE HIGHER EDUCATION INSTITUTION ON THE DEVELOPMENT OF INTERCULTURAL COMPETENCE

2015 ◽  
Vol 1 ◽  
pp. 437
Author(s):  
Eglė Virgailaitė-Mečkauskaitė ◽  
Velta Lubkina
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Higher Education Policy ◽  
Intercultural Competence ◽  
Higher Education Institutions ◽  
Academic Community ◽  
European Convention ◽  
University Graduates ◽  
European Higher Education Area ◽  
European Higher Education

<p>Since integration and globalization processes are accelerating in the world, the demand to internationalize education and studies increases as well as parameters of the activities of higher education institutions change. International competitive ability of European higher education area, international mobility and high level of university graduates’ employment as well as successful integration into international labour market are the main aims of Bologna process. Bologna declaration, various documents of conventions (European convention of higher education institutions, Salamanca) and communiqué documents (of Prague; Berlin; Bergen) related to the declaration devoted to the creation of common European Higher Education Area raise the necessity of higher education policy emphasizing internationalization, the conception of lifelong learning. The documents mentioned above emphasize the development of European dimensions and content internationalization in study programmes, training of a flexible, mobile, constantly improving and public active specialist who will integrate into the competitive labour market, mobility of the academic community and international cooperation. The development of intercultural competence becomes a more topical subject of the research taking globalization processes into consideration. That is why it is important to understand the influence of internationalization processes in the institution on the development of Master’s degree (MA) students’ intercultural competence through their experience gained in the study process. The aim of the research presented in this article is to discuss the influence of internationalization processes in the institution on the development of MA students’ intercultural competence. A scientific problem question raised in the research is how MA students telling their life story reveal the experience gained in the process of higher education internationalization which influenced the development of their intercultural competence.</p>

scholarly journals Dropout Policy in Czech Higher Education: Can Universities Serve Several Masters?

2015 ◽  
Vol 9 (1) ◽  
pp. 126-136 ◽  
Author(s):  
Václav Švec ◽  
Aleš Vlk ◽  
Šimon Stiburek
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Third Mission ◽  
Environmental Pressures ◽  
Factors Affecting ◽  
Higher Education System ◽  
The Social ◽  
Economic Nature

Abstract The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the same time, this study illustrates how difficult it is to introduce any higher education policy without thorough evaluation of other policies in place and of various factors affecting institutional behaviour.

scholarly journals México: Vinculación de la Universidad Pública con el Sector Laboral / Mexico: Linking Public University with the Working Sector

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
María del Carmen Magallanes Méndez ◽  
María de Jesús Magallanes Méndez ◽  
Raúl Juárez Toledo
Keyword(s):  
Higher Education ◽  
Unemployment Rate ◽  
Junior High School ◽  
Higher Education Institutions ◽  
Public University ◽  
Educación Superior ◽  
Educacion Superior ◽  
High Quality Education ◽  
Current Context ◽  
First Time

ABSTRACTThis research arises from the desire to discover why young graduates of Higher Education Institutions in Mexico (HEI), find it difficult to find work, many others are inserted in activities that do not match with their profile, even though they have received a high quality education. It will perhaps ¿be that graduates do not have the skills required to contend in the current context of globalization? This research analyzed from a statistical perspective the trend highlighted by the Organization for Economic Cooperation and Development (OECD-2012) in relation with the unique phenomenon that occurs in Mexico among the member countries of the international organization, because the higher unemployment rate occurs among the most educated people. However the policy that links Higher Education Institutions (HEIs) with the labor sector in Mexico is raised for the first time in the 1989-1994 Education Modernization Program; after more than two decades the National Institute of Statistics, Geography and Informatics (INEG, 2014), indicates that the Unemployment Rate among people with higher education accounted to 78.4% and 60% underemployment; contrary to it noted that unemployment for the population that has completed junior high school studies represented 21.6% and 40% underemployment.RESUMENEsta investigación surge a partir de la inquietud de conocer por qué a los jóvenes egresados de la Instituciones de Educación Superior en México (IES), se les dificulta encontrar trabajo, otros tantos se insertan en actividades no acordes a su perfil, esto a pesar de tener una educación de calidad. Será acaso ¿qué los egresados no tienen las competencias requeridas para contender en el actual contexto de globalización? La presente investigación analiza la información estadística que destacó la Organización para la Cooperación y el Desarrollo Económico (OCDE-2012) en relación a que en México ocurre un fenómeno único entre los países miembros del organismo internacional, debido a que la tasa más alta de desempleo se da entre los más educados. No obstante de que la política de vinculación de las Instituciones de Educación Superior (IES) con el sector laboral en México se plantea por primera ocasión en el Programa de Modernización Educativa 1989-1994; a más de dos décadas el Instituto Nacional de Geografía, Estadística e Informática (INEGI-2014), indica que la Tasa de Desocupación entre la población con mayor instrucción representaron al 78.4% y un 60% de subocupación; contrario a ello señaló que la desocupación para la población que cuenta con estudios de secundaria incompleta representó al 21.6% y 40% de subocupación.Contacto principal: [email protected]

scholarly journals Problems of Modernization of Professional Preparation of the Students of Pedagogical Higher Education Institutions

2020 ◽  
Vol 18 (2) ◽  
pp. 84-91
Author(s):  
Zaruhi ASATRYAN ◽  
Margarit ASATRYAN
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Professional Preparation ◽  
Content Management ◽  
Highly Qualified ◽  
Education Systems ◽  
The Future ◽  
New Graduate ◽  
Teaching Learning

The article touches upon the problems of modernizing the professional preparation of the students of pedagogical Higher Education Institutions (HEIs). It proves that the deepening of market relations and the contemporary level of the development of public life put great demands on the HEIs in terms of preparing highly qualified specialists. Due to the socio-economic transformations,  it is required that the entire education system of pedagogical HEIs should be reformed and a new graduate model should be elaborated. Among the significant problems, the authors single out the modernization of the system of the specialist preparation, the elaboration of new integrated educational strategies, models and technologies for the development of higher education systems, mutual understanding and collaboration among various education systems. Therefore the issues of the future specialists’ professional competency, reflective teaching/learning, the development of meta-competences, competitiveness and media literacy come to the fore. The solution to these problems implies a change in the requirements of the HEI graduate model, approaches and expected outcomes. The problem of developing a new methodology for the preparation of specialists in pedagogy at HEIs and improving the quality of the professional preparation should be considered in terms of functional, systematic, cultural, competence and anthropological approaches. The article provides justification for the claim that the process of the future pedagogues’ professional preparation should be regarded as the integrity of interrelated structural components, including the aim, content, management, operation, outcome. The effectiveness of the professional preparation at contemporary pedagogical HEIs is conditioned by certain managerial functions, principles, methods, implementation of innovations into the management of the higher education policy and the modernization of the content of the graduate model. The article presents social pedagogical conditions for the effective preparation of the HEI students and highlights a number of factors that contribute to the effectiveness of this process.

scholarly journals COVID-19: ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ ІНТЕРНАЦІОНАЛІЗАЦІЇ ЗВО

2020 ◽  
Vol 147 (3) ◽  
pp. 11-22
Author(s):  
Іван Михайлович Грищенко ◽  
Олена Павлівна Кизимчук ◽  
Олег Олександрович Шевченко
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Critical Element ◽  
Academic Mobility ◽  
Depth Analysis ◽  
Virtual Mobility ◽  
Research Findings

The article seeks to discuss the issues of internationalization for higher education institutions that arose with the COVID-19 coronavirus pandemic, in particular, the suspension of both student and staff academic mobility. However, academic mobility is the fundamental premise for the internationalization of higher education where students who cross borders with the desire to change their lives and the strive for better prospects are the most critical element of this mobility. The mobility of all the education process participants has become an important driver in ensuring and promoting education transparency and the access to quality education for everyone. In fact, within the past six months, prospective students are increasingly changing their intentions to study abroad, or defer their enrolment plans for subsequent years. The aim of this paper is to explore possible solutions for further implementation of internationalization principles into all university's activities framework under the quarantine and post-quarantine period. The research findings from the in-depth analysis of a range of higher education institution performances have revealed that one of the most promising areas to enhance university internationalization is a shift from actual to virtual mobility which is based on communication within the information and educational environment. In particular, the design of new competitive online courses in English and their large-scale promotion on the international market is another priority objective for internationalization during the quarantine. Apparently, University positioning in a virtual environment is a crucial factor to build attractiveness and competitiveness of higher education institutions in the global settings.

The costs of grandiosity

2013 ◽  
Author(s):  
Mats Alvesson
Keyword(s):  
Higher Education ◽  
Equal Opportunity ◽  
Higher Education Institutions ◽  
Working Life ◽  
Brand Names ◽  
Real Problem ◽  
The People ◽  
University Colleges ◽  
Marketing Director ◽  
Better Than

A critical reader might well ask at this point: What is the real problem? Why is this author so worried about what most people may see as positive things in life: increased consumption, more education, promises about a working life with stronger ingredients of milk and honey? The sceptical reader may want to challenge this text and pose the following critical questions: . Why not just accept what people want? Isn’t it natural that people want more—and more? Of course, people are looking for more things and want to increase their consumption. And if they want to pay the earth for things with certain brand names, maybe they will be more satisfied with that? . So what if there is a lot of higher education, even if all the graduates do not get jobs? It’s good to keep people occupied and out of the way in a cheap and agreeable manner. And don’t the students always learn something in all these courses? They don’t perhaps become smarter, but education is better than unemployment. . Why not permit new and finer titles and labels? Why not make elites and others happy through using knowledge vocabulary to describe society, economy, and the population? And if all these university colleges, polytechnics, and other higher education institutions want to call themselves universities, why not be generous? The division between universities and university colleges only favours those snobs who work or study at the former places. And the liberal awarding of titles like ‘marketing director’ and ‘professor’ might give the people concerned a nice title on their business cards and make them happier, perhaps more motivated, and make their spouses proud. . Who cares about ‘real’ equality of opportunity for women and minorities if there are fine equal opportunity policies and programmes? If we have a sufficient number of women who are promoted to fill their quotas on the board and in higher education, we will have sufficient equality to comply with the statistics, and then everyone can be happy.

scholarly journals Factors Affecting the Enrolment Rate of Students in Higher Education Institutions in the Gauteng province, South Africa

2016 ◽  
Vol 53 (1) ◽  
pp. 64-80 ◽  
Author(s):  
Mpho Joyce Matsolo ◽  
Wilson C Ningpuanyeh ◽  
A Sathiya Susuman
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Secondary Data ◽  
Household Survey ◽  
Drop Out ◽  
Gauteng Province ◽  
Enrolment Rate ◽  
Factors Affecting

The purpose of this research is to investigate and analyse higher education institutions’ enrolment and drop-out rates within the Gauteng province, South Africa. Large-scale secondary data from the General Household Survey, obtained from Statistics South Africa (2012) were used. This study’s findings show that finance, orphan-hood, transport to the higher education institutions and, to a lesser extent, unplanned pregnancies, are some of the main factors that affect the enrolment rate of students. This study hopes to be useful to policy-makers, research managers and other decision-makers within the higher education (HE) landscape.

Input resources indicators in use for accreditation purpose of higher education institutions

2018 ◽  
Vol 19 (3) ◽  
pp. 176-185 ◽  
Author(s):  
Yazid Mati
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Prospective Students ◽  
Policy Makers ◽  
Content Type ◽  
Accreditation Standards ◽  
Key Indicators ◽  
Students Satisfaction

PurposeHigher education is a complex system that involves multiple inputs and outputs, where various activities and processes are performed. The purpose of this paper is to monitor the input resources used for executing various activities of higher education institutions. These resources are classified into three types: human resources, physical resources and financial resources.Design/methodology/approachThe author examines various national and international accreditation standards to determine their requirements for key performance indicators (KPIs) to monitor input resources. Moreover, the author uses implications proposed by previous research and best practices.FindingsA set of appropriate and generic KPIs is developed for each type of these resources leading to a total of 72 key indicators. These indicators are easy to measure, which makes them practical to be adopted by a large scale of institutions.Practical implicationsThe proposed indicators provide adequate information to administrators and policy-makers, accrediting bodies and stakeholders to identify the progress and achievements. These indicators are also used for benchmarking purposes by comparing the institution’s performance against their comparable institutions counterparts. Moreover, they are used for marketing purposes to commercialize the institution by attracting prospective students and teaching faculty in addition to increasing current students’ satisfaction.Originality/valueThe paper gives special attention to developing a set of generic KPIs for assessing the availability and quality of input resources used for carrying out various activities of higher education institutions for the aim of improving their performance and hence helping them comply with the requirements of accreditation standards.

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