scholarly journals Klebelsberg Kunó kulturális politikája és a felsőoktatás

Gerundium ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 102-126
Author(s):  
Gábor Ujváry
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Cultural Policy ◽  
Peace Treaty ◽  
Original Population ◽  
Educational Capacity ◽  
Numerus Clausus ◽  
Original Size ◽  
The University

The Cultural Policy of Kuno Klebelsberg and the Higher Education. The study presents the higher education policy of one of the best known and succesful Hungarian Minister of Religion and Education (1922–1931) Kuno Klebelsberg (1875–1932). As a politician of a state dismembered to one third of her original size-a consequence of the war loss and the Trianon peace treaty-he became a minister in miserable economic circumstances. With the contribution of him the stabilization of so-called refugee universities (from Kolozsvár and Pozsony to Budapest and then to Szeged [1921] and to Pécs [1923], the Academy of Minery and Forestry from Selmecbánya to Sopron [1918–1919]) could succesfuly be managed. Because of his conservative-liberal political attitude he tried to ease the effects of the so-called Numerus clausus Acts of 1920 which made the university entrance for Jewish Hungarians extremely serious. In 1928 he achieved the modification of that regulation. Instead of Budapest he supported the development of universities of Debrecen, Szeged and Pécs as a consequence of his well-grounded education policy based on decentralization. With his higher education policy he made great contribution to preserve the pre Great War Hungarian higher educational capacity in a dismembered Hungary lost 60% of her original population.

scholarly journals Vom Corona-Shutdown zur Blended University?

2020 ◽  
Author(s):  
Funda Seyfeli ◽  
Laura Elsner ◽  
Klaus Wannemacher
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Medium Term ◽  
Expert Survey ◽  
Specific Analysis ◽  
The Many ◽  
The University ◽  
Summer Semester

The expert survey "Digitales Sommersemester" focuses on the medium-term consequences of the corona pandemic for studies and teaching. On the basis of multi-perspective surveys among students, lecturers and employees of support institutions, a differentiated picture of the university in shutdown is created. The study reveals the university‘s ability to react quickly during the crisis, as well as the many challenges posed by the pandemic-related ‚operational disruption‘ and abrupt digitalization in the summer semester of 2020. Based on a stakeholder-specific analysis of key problems and the need for action in higher education policy, the study provides a brief outlook on a post-corona university.

scholarly journals The Complexity of Policy Mirroring: The Connection between International and Slovenian Higher Education Policy Discourse

2012 ◽  
Vol 2 (4) ◽  
pp. 9-28
Author(s):  
Janja Komljenovič
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
International Policy ◽  
Policy Documents ◽  
Knowledge Based ◽  
Research And Innovation ◽  
Knowledge Based Economy ◽  
The Republic ◽  
The University

The contemporary economic imaginary of the ‘knowledge-based economy’ is changing the perception of higher education in Europe. The goals of higher education are changing and reform of institutions is predicted. The present article examines these reforms and conceptualisations of higher education by presenting the results of discourse analysis of 47  international policy documents at the European level and two comprehensive national strategies of the Republic of Slovenia for higher education, research and innovation. Based on the analysis of the European documents, the article suggests that two main discourses are constructed: a) ‘the research-based society and economy’, and b) ‘reforming the university’. These present the emergence of a new idea of higher education at the international and national levels. The article investigates the extent to which these discourses are present in Slovenian higher education policy. The findings show that Slovenian discourse hesitates to embrace them fully. In particular, the idea of the managerial university is marginal in Slovenian discourse.

scholarly journals A política pública de ação afirmativa da educação superior indígena na Universidade Federal do Paraná (UFPR) sob o olhar de uma secretária executiva

2021 ◽  
Vol 20 (4) ◽  
pp. 133-154
Author(s):  
Valéria dos Santos de Oliveira ◽  
Rodrigo Rossi Horochovski
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Community ◽  
Multiple Streams ◽  
The Social ◽  
Politica Publica ◽  
The University ◽  
University Council

A Universidade Federal do Paraná (UFPR) se mostrou uma das pioneiras na implementação da política de educação superior indígena, pois em 2004 já realizava discussões nesta temática, o que culminou na Resolução n. 37/2004 do Conselho Universitário (COUN). Considerando tal afirmativa, este artigo tem como objetivo analisar a política pública de ação afirmativa pelo viés da educação superior indígena na UFPR, considerando a atuação e experiência de uma Secretária Executiva nessa área e temática. Para tanto, realizou-se uma aproximação teórica entre os conceitos inerentes ao secretariado executivo, políticas públicas, ações afirmativas; política educacional superior indígena – específica de ingresso na instituição de ensino investigada. Na metodologia contemplou-se o Modelo de Múltiplos Fluxos, o Estudo de Caso e a abordagem da análise de conteúdo. O destaque foi dado à formação da agenda política, cotejando entrevistas com os gestores e informantes-chave da implementação da política na UFPR. Por fim, como resultado localizou-se a agenda nessa conjunção política considerando os elementos históricos e institucionais, a ocorrência da ação do governo no papel dos gestores da universidade, ainda a dos movimentos sociais, da comunidade acadêmica e verificou-se a mudança das ações políticas principalmente na gestão 2002/2006.   ABSTRACT The Federal University of Paraná (UFPR), proved to be a pioneer in the implementation of indigenous higher education policy, since in 2004, it already had discussions on this theme, that brought as a result the resolution number 37/04 of the University Council (COUN). Considering this statement, this paper aims to analyze the public policy of affirmative action by the bias of indigenous higher education at UFPR, considering the performance and experience of an Executive Secretariat in this area and thematic. Therefore, a theoretical approach was carried out between the concepts inherent to the executive secretariat, public policy, affirmative actions, indigenous higher education policy - the specifically of admission the educational investigated. In the methodology, we contemplated the Multiple Streams Models, Case Study and the Content Analysis approach. The emphasis was given to the agenda formation, collating interviews with managers and key informants of the implementation of the policy in UFPR. Nevertheless, as result, located the agenda in this political conjunction considering the historical and institutional elements, the occurrence of government action in the role of institutional managers, as well as the social movements, the academic community and there was a change in political actions mainly in the 2002/2006 management.  

Confronting horror, embracing fantasy: A conversation about Lovecraft Country and radical imagination in higher education

2022 ◽  
Vol 20 (1) ◽  
pp. 73-85
Author(s):  
Jordan Harper ◽  
Henry Jenkins
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Education Faculty ◽  
Pivotal Point ◽  
Historical Reality ◽  
The Past ◽  
The Future ◽  
The University ◽  
Far Future

Higher education is at a pivotal point of reflection due to the forces of neoliberalism, anti-Blackness, and the ongoing COVID-19 pandemic. In the past, higher education has overlooked the university’s far future, opting to focus on readily conspicuous change. Along with this disregarded conversation, these crises present higher education faculty, administrators, and staff an opportunity to critically re-think the future of higher education given what we know now and what we do not. In this dialogic essay between a higher education policy doctoral student and a tenured media and communications professor, the authors peer into the hit HBO series Lovecraft Country and its underlying themes of horror, fantasy, and historical reality to extract vital lessons for higher education. The authors further participate in conversations about utilizing world and storymaking tactics to help higher education envision the university of the future—a future that is radical and boundless.

scholarly journals Pesantren-Based Higher Education Institutions: The Format of Modern Islamic Education

Ta dib ◽  
1970 ◽  
Vol 25 (2) ◽  
pp. 119-135
Author(s):  
Mashudi Mashudi
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Boarding School ◽  
Islamic Education ◽  
Management Aspect ◽  
The University ◽  
Scientific Integration

This study aimed to describe and formulate the format of pesantren-based higher education institutions on the aspects of the scientific structure and management at the University of Nurul Jadid Probolinggo and the University of Ibrahimy Situbondo. The data were collected through observation, interviews, and review of documents. Data analysis was performed by reducing data, presenting data, and drawing conclusions. The validity of the data used member check, source, and triangulation method. The results of the study revealed that the pesantren-based higher education institutions had characteristics in scientific integration, such as students had to stay in the boarding school, studied the kitab kuning and join Madrasah Diniyah, and took special compulsory subjects. In the management aspect, the recruitment of educators was based on skills and qualifications, as well as the ability to recite the Qur'an. In terms of higher education policy, the Rector has the highest position but still consults the boarding school caretakers regarding the policies that will be carried out.  

scholarly journals Studiengebühren und das Wanderungsverhalten von Studienanfängern: eine panel- ökonometrische Wirkungsanalyse

2012 ◽  
Vol 13 (4) ◽  
pp. 357-386 ◽  
Author(s):  
Björn Alecke ◽  
Timo Mitze
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Tuition Fees ◽  
Absolute Size ◽  
Migration Model ◽  
German States ◽  
Spatial Redistribution ◽  
Negative Effect ◽  
The University

AbstractThe question of costs and benefits related to the introduction of tuition fees still dominates the current discussion of higher education policy in Germany. In this contribution, we quantify the effect of tuition fees on state-to-state migration patterns among university freshmen in Germany using an empirical migration model for all 16 German states (Bundesl¨ander) in the period 1999 to 2010. Overall, our results reveal a negative effect of tuition fees on gross in-migration to feecharging states since their introduction in 2006. Although the absolute size of this spatial redistribution effect is moderate, by means of simulation exercises we nevertheless show that the potential use of tuition fees as a planning instrument for higher education policy may not be seen as negligibly. With regard to the questions, which of the other determinants in the migration model can affect gross in-migration flows in a similar way as the introduction of tuition fees was able to do, we find that only a very drastic improvement in the quality of teaching and research facilities at universities in non-charging states relative to fee-charging universities would be able to evoke a similar effect on the spatial redistribution of university freshmen among German states. This raises a closely related question, namely, which of the available instruments may serve best to accomplish the goal of high utilization rates for existing capacities at universities in East Germany as formulated in the University Pact 2020 (Hochschulpakt 2020).

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