Innovation in Higher Education in Israel

2013 ◽  
pp. 35-50
Author(s):  
Milly Perry
Keyword(s):  
Higher Education ◽  
Dissemination And Implementation ◽  
Leading Change ◽  
Education Systems ◽  
Policy Makers ◽  
Economic Changes ◽  
Innovation In Education ◽  
International Policies ◽  
Scientific Outputs ◽  
Research Findings

In order for education systems to cope with social and economic changes and perform efficiently, innovation is essential. Innovation in education (and particularly in Higher Education systems) has not been regarded as an important issue by policy makers, education stakeholders, and leaders; it seems to be regarded as “nice-to-have” rather than a necessity. Recently, innovation in education has started to gain attention. This includes systemic study of innovation, innovation strategy, and implementation of innovation strategies by policy makers and leaders. Scientific outputs and research findings can be used as input in national-international policies. In order to achieve this goal it is imperative to conduct close studies and for policy-makers to cooperate, ensuring the relevance of topics, and improving communication, dissemination, and implementation of research recommendations. These are the tools needed for leading change, innovation, and implementing new strategies.

Israel's Higher Education Innovation Policy

2020 ◽  
pp. 1765-1795
Author(s):  
Milly Perry
Keyword(s):  
Higher Education ◽  
Innovation Policy ◽  
Innovation Process ◽  
Dissemination And Implementation ◽  
Education Systems ◽  
Policy Makers ◽  
Higher Education Systems ◽  
International Policies ◽  
Scientific Outputs ◽  
Education Innovation

Innovation in Higher Education systems has not been regarded as an important issue by policy makers, education stakeholders and leaders; it seems to be regarded as 'nice-to-have' rather than a necessity. Scientific outputs and research findings can be used as input in national-international policies only if researchers and policy-makers cooperate closely, ensure relevance of topics, and improve communication, dissemination, and implementation of research recommendations. The purpose of this study is to present a clear and systematic description of innovation policy statues in the reality of Higher Education systems in Israel. The research was guided by three principal questions: First, to what extent innovation policy exist in Higher Education and in interface policy systems. Secondly, how to inform policy makers of the vital importance of innovation as a key to economic growth, so they can benefit from a better understanding of the innovation process. Third, how to involve policy makers who are aware of the importance of innovation to push for a policy change.

Israel's Higher Education Innovation Policy

2015 ◽  
pp. 229-260
Author(s):  
Milly Perry
Keyword(s):  
Higher Education ◽  
Innovation Policy ◽  
Innovation Process ◽  
Dissemination And Implementation ◽  
Education Systems ◽  
Policy Makers ◽  
Higher Education Systems ◽  
International Policies ◽  
Scientific Outputs ◽  
Education Innovation

Innovation in Higher Education systems has not been regarded as an important issue by policy makers, education stakeholders and leaders; it seems to be regarded as 'nice-to-have' rather than a necessity. Scientific outputs and research findings can be used as input in national-international policies only if researchers and policy-makers cooperate closely, ensure relevance of topics, and improve communication, dissemination, and implementation of research recommendations. The purpose of this study is to present a clear and systematic description of innovation policy statues in the reality of Higher Education systems in Israel. The research was guided by three principal questions: First, to what extent innovation policy exist in Higher Education and in interface policy systems. Secondly, how to inform policy makers of the vital importance of innovation as a key to economic growth, so they can benefit from a better understanding of the innovation process. Third, how to involve policy makers who are aware of the importance of innovation to push for a policy change.

Introduction

2014 ◽  
pp. 1-7 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Historical Background ◽  
Great Role ◽  
Education Systems ◽  
Mena Region ◽  
Policy Makers ◽  
Mena Countries ◽  
Current Scenario ◽  
Sector Returns

Education is a significant sector, and higher education plays a great role in this knowledge era. Education is not only important and dynamic but also ever changing as per the needs of society. Education has a wider meaning nation wise and even culturally contextualized. This chapter gives a historical background of education and then critically delves into the origin of higher education, the current scenario, and the impending outlook, with focus on the MENA region. The education sector returns are immeasurable, but the sector is also demanding and challenging, especially for the MENA region. Education systems will need to become more effective in transmitting skills and competencies to all. MENA countries in particular will have to consider not only how education will be delivered but also how it will be paid for. Meeting the above challenges is fundamental. The succeeding chapters will facilitate policy makers to meet those challenges.

scholarly journals HOW THE BOLOGNA PROCESS HAS CHANGED THE CLASSROOM / KAKO JE BOLONJSKI PROCES IZMIJENIO UČIONICU

2020 ◽  
pp. 70-85
Author(s):  
Tatjana Marjanović
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Bologna Process ◽  
Education Systems ◽  
Policy Makers ◽  
Academic Publications ◽  
European Education ◽  
The University ◽  
The Bologna Process ◽  
Practical Investigation

The Bologna process is generally described as a joint effort of European education policy makers and universities in creating a common higher education area in Europe aimed at increased student and staff mobility, as well as overall comparability and compatibility of higher education systems across Europe. The large-scale reforms have inspired and generated volumes of academic publications from a number of perspectives, e.g. economic, legal, political, and so forth. What seems to be lacking at this point is a more practical investigation into how the Bologna process has transformed the education systems of some of its less visible member countries such as Bosnia and Herzegovina. More specifically, the aim is to show how the reforms have affected what goes on in the classroom by comparing select aspects of studying in both pre-and post-Bologna times at one of the country’s universities. Examples have been given of courses taught and taken at the University of Banja Luka’s English department pre-and post-Bologna to draw a parallel between some of the coursework and examination requirements now and then.

Educational Innovation in Higher Education

2020 ◽  
Author(s):  
Mugenyi Justice Kintu ◽  
Aslan Aydin ◽  
Chang Zhu
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Social Development ◽  
Educational Innovation ◽  
Developed Countries ◽  
Education Systems ◽  
Development Trends ◽  
Knowledge Based ◽  
Innovation In Education ◽  
Economic Imbalances

Education systems are required to train human capital on skills befitting knowledge-based economies. This calls for innovative systems in education to meet the ever-increasing demand for skilled workforces in these economies. Education systems should enhance quality in teaching and learning processes and prepare future citizens for life and work through innovative policies. In education systems, higher education may be more innovative than primary and secondary education levels as higher education is at the center of education and research focusing on innovation and creativity. In this regard, institutions of higher education encounter innovation trends and challenges in the era of the knowledge-based economy. Innovation trends are currently climbing upward and are mainly driven by factors such as the need for automation, globalization, and competitive waves of change. Economic development with regard to these innovation trends is closely associated with countries’ ability to produce, acquire, and apply technical and socioeconomic development. The main challenges lie in the rate at which countries are advancing vis-à-vis social development trends. The Social development trends do not seem to match up with the speedy onset of global acceleration, the processes in developing and developed countries, and economic imbalances that occur within the developed world itself. There are implementation difficulties regarding innovations as well as selecting the relevant innovation to apply in some contexts. Adoption of innovation is another challenge, especially when it comes to changing mindsets toward innovations like technology in education. This applies to the developing world as well as to infrastructural impediments common in the African and other developing economy contexts, such as Turkey. To overcome these challenges, research-intensive universities could promote research and innovation. Some examples of innovation in education include e-learning, audio-media usage for distance learning, online education, MOOCs, blended learning, and information communication technology utilization. Teachers should be trained as competent users of these innovative technologies to initiate and sustain innovation in education. Once harnessed, educational innovation could catch on rapidly and improve service delivery in educational institutions. Developed and developing countries should work together to foster and mass produce these technologies in higher education institutions.

scholarly journals The potential role of Open Educational Practice policy in transforming Australian higher education

Open Praxis ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 145 ◽  
Author(s):  
Carina Bossu ◽  
Adrian Stagg
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Educational Practice ◽  
Widening Participation ◽  
Policy Makers ◽  
Call To Action ◽  
Learning And Teaching ◽  
International Policies ◽  
Open Educational Practices ◽  
Open Educational Practice

Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering costs, improving the quality of learning and teaching and promoting social inclusion and participatory democracy. There have been some important OEP developments in Australia, but unfortunately the potential of OEP to meet some of the national educational targets has not been fully realised and acknowledged yet, in ways that many countries around the world have. This paper will gather, discuss, and analyse some key national and international policies and documentation available as an attempt to provide a solid foundation for a call to action for OEP in Australia, which will hopefully be an instrument to assist and connect practitioners and policy makers in higher education.

scholarly journals Globalization and the Internationalization of Graduate Education: A Macro and Micro View

2010 ◽  
Vol 40 (1) ◽  
pp. 1-12
Author(s):  
Maresi Nerad
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Research Universities ◽  
Doctoral Education ◽  
International System ◽  
Social Institutions ◽  
Research Capacity ◽  
Education Systems ◽  
Policy Makers ◽  
International Context

Since the 1990s, globalization has become a central phenomenon for all of society, including graduate education and particularly doctoral education. Globalization takes place in a context where doctoral education and research capacity are unevenly distributed and where a few research universities, mainly in wealthy countries, have become powerful social institutions. But all graduate education systems are increasingly part of an international context in which policy-makers — at every level — are aware of and responding to developments in higher education outside their national borders. For the fi rst time, conditions exist for the emergence of a truly international system of doctoral education; this openness to innovation and expansion holds enormous potential for advancing a more effective future-oriented PhD.

Materialism and Green Purchase Intention: A Study of Urban Vietnamese Consumers

2017 ◽  
pp. 89-106 ◽  
Author(s):  
Mai Nguyen Thi Tuyet ◽  
Hung Nguyen Vu ◽  
Linh Nguyen Hoang ◽  
Minh Nguyen Hoang
Keyword(s):  
Conceptual Framework ◽  
Survey Data ◽  
Purchase Intention ◽  
Behavioral Control ◽  
Subjective Norm ◽  
Perceived Behavioral Control ◽  
Policy Makers ◽  
Tpb Model ◽  
Research Findings ◽  
The Impact

This study focuses on examining the impact of three components of materialism on green purchase intention for urban consumers in Vietnam, an emerging economy. An extended Theory of Planned Behavior (TPB) is applied as the conceptual framework for this study. The hypotheses are empirically tested using survey data obtained from consumers in Hanoi, the capital of Vietnam. The regression results show support for most of our hypotheses. The findings indicate that two out of three facets of materialism are significant predictors of green purchase intention. Specifically, success is found to be negatively related to purchase intention, while happiness is related positively to the intention. All three antecedents in the TPB model, including attitude towards green purchase, subjective norm, and perceived behavioral control are also found to have positive impacts on purchase intention. The research findings are discussed and implications for managers and policy makers are provided.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

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