Europe 2020

2013 ◽  
pp. 47-63
Author(s):  
Valerie A. Storey ◽  
Brendan M. Richard
Keyword(s):  
Higher Education ◽  
Education Policies ◽  
Higher Education System ◽  
Eu Member States ◽  
Knowledge Based ◽  
Policy And Strategy ◽  
Higher Education Policies ◽  
Knowledge Based Economy ◽  
Education Delivery ◽  
The Eu

This chapter seeks to enhance academic and policy-maker understanding of the European Union’s (EU) evolving higher education system by providing context and an overview of some of the major higher education initiatives currently being implemented as EU higher education adapts to turbulent economies, unstable political systems, and rapidly changing social structures. The recognition that higher education is the driver of a country’s knowledge-based economy has impacted higher education policies at a national and supranational level. Divergence among the EU member states in their organization of higher education, and the emergence of challenges which go beyond national frontiers, has proved the catalyst for developing a cohesive policy and strategy for EU higher education delivery. Initial efforts to increase European influence in national higher education policy began with the Sorbonne Declaration (1998) and continued with the Bologna Declaration (1999), the Lisbon Strategy (2000), and finally the EU 2020 strategy (2010).

Transnational student associations in the European multi-level governance of higher education policies

2017 ◽  
Vol 17 (3) ◽  
pp. 365-384 ◽  
Author(s):  
Manja Klemenčič ◽  
Fernando Miguel Galán Palomares
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Policy Making ◽  
Student Interest ◽  
The European Union ◽  
Education Policies ◽  
Higher Education Policies ◽  
Working Groups ◽  
European Students ◽  
The Eu

The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students’ Union (ESU), Erasmus Student Network (ESN) and European Students’ Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.

Are national higher education policies adequate for the next decade?

2012 ◽  
Author(s):  
Paul Clark
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Education System ◽  
Education Policies ◽  
Large Measure ◽  
Higher Education System ◽  
Higher Education Policies ◽  
National Economic ◽  
The Uk

The period since the election in May 2010 has seen a number of very far-reaching reforms enacted in the higher education system in the UK, and especially England. These have been driven in large measure by the economic situation, but also by the aim to introduce a more market-based approach into the sector. At the same time, the higher education system faces a number of long-term challenges, particularly in terms of how it can best contribute to much-needed regional and national economic growth. This article first summarises the reforms which have been put in place and some of the factors driving them; next goes on to set out the long-term challenges which the sector will need to address; and finally assesses whether the policy platform established through the government's reforms is likely to help or hinder the achievement of the sector's (and the country's) strategic aims.

scholarly journals Policy and Prediction: The Case of Institutional Diversity in Romanian Higher Education

2012 ◽  
Vol 2 (4) ◽  
pp. 53-70
Author(s):  
Lazăr Vlăsceanu ◽  
Marian-Gabriel Hâncean
Keyword(s):  
Higher Education ◽  
Policy Design ◽  
Institutional Diversity ◽  
Education Policies ◽  
Predictive Capacity ◽  
Higher Education System ◽  
Higher Education Policies ◽  
Institutional Differentiation ◽  
University Level ◽  
Historical Developments

Presenting key elements of post-1990 historical developments in the Romanian higher education system, the emphasis is put on recent (2011) policies of increasing higher education institutional differentiation. The view is that, in policy design, due attention should be paid to both historical roots and predicted developments. Building on an institutional analysis approach, we put forward a theoretical model that aims to explore the predictive implications of some recently promoted higher education policies. These policies are expected to increase institutional differentiation at the systemic level and enhance quality in teaching and research at university level. The predictive capacity of a model of reference is tested against a concurrent model. The key assumption of the latter is that of considering higher education institutions (HEIs) as “cooperative systems” that are unable to generate those outputs and  outcomes that, by aggregation, would contribute to the construction of an institutionally diverse and heterogeneous higher education landscape. 

scholarly journals Global Educational policies and its effects on the academic profession in Brazil

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
José Ronaipe Machado
Keyword(s):  
Higher Education ◽  
Academic Career ◽  
Academic Profession ◽  
Educational Policies ◽  
Higher Education System ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Neoliberal Ideology ◽  
The Status

This paper discusses the relationships between the current situation of professors of higher education institutions in Brazil and the changes that have come about in the Brazilian educational system as it has been affected and guided by neoliberal ideology principles through influence of International Organizations such as the World Bank and the IMF. Concepts like globalization, global governance and neocolonialism in the field of educational policy making achieve strong relevance as one intends to understand and explain the roots that are in the origins of the situation which academic professorate faces in countries like Brazil as well as in many others across the world. As part of this broader world and global context, Brazilian professors have to face similar, and sometimes even tougher challenges, as educational policies regulated by a new educational act have been implemented in the country throughout the last fifteen years. Under the influence of neoliberal ideas, massification and diversification in the higher education system have led to what many scholars call a state of fragmentation of the academic profession, which is characterized by increasing bureaucratization, heavy accountability requirements, inadequate remuneration and insufficient intellectual preparation to meet academic demands. Accountability and university bureaucratization have reduced teachers’ autonomy. The development with the greatest impact on the academic profession is the growing amount of professors with unstable and part-time appointments. As an apparent symptom of the decline of the status of the professoriate, they are paid a low salary to teach a few courses. In such a context, the value of academics is declining and new generations have been unwilling to embrace the academic career. Having well-trained, fairly paid and academically engaged faculty members is as crucial as ever, since countries count on good professors to prepare and form young people to be actively involved in the knowledge-based economy and in the information society.

SME's Innovation and Internationalization in Knowledge-Based Economy

2016 ◽  
pp. 445-478 ◽  
Author(s):  
Tomasz Dorożyński ◽  
Agnieszka Dorożyńska ◽  
Anetta Kuna-Marszałek
Keyword(s):  
Correlation Coefficient ◽  
Rank Correlation ◽  
Main Attention ◽  
Eu Member States ◽  
Knowledge Based ◽  
Spearman’S Rank Correlation ◽  
Knowledge Based Economy ◽  
Spearman’S Rank Correlation Coefficient ◽  
Eu Support ◽  
The Eu

The main goal of the chapter is to make an assessment of the innovative position, the level of internationalization and potential of small and medium-sized enterprises in the EU in the light of challenges implied by the building of knowledge-based economy. The chapter comprises several parts. Main attention is paid to the substance and factors that shape the knowledge-based economy, determinants of innovation in SMEs and the assessment of SMEs' innovation and internationalization in the EU. We also analyzed dependence between the development level of the EU Member States and R&D expenditure and the level of innovation and competitiveness of individual countries. To this end we used Spearman's rank correlation coefficient. Final part of the chapter is devoted to the EU support scheme for small and medium-sized enterprises, in particular it focuses on instruments connected with innovation and internationalization.

scholarly journals Economic Growth and Higher Education Policies in Brazil

2015 ◽  
Author(s):  
Simon Schwartzman
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Economic Development ◽  
Education System ◽  
Education Policies ◽  
Higher Education System ◽  
Higher Education Policies ◽  
The Relationship ◽  
Education In Brazil

The relationship between economic growth and higher education in Brazil is discussed in this article. Although Brazil's higher education system is relatively new, it has developed rapidly. In general, however, it has not contributed directly to economic development yet despite some important counter examples.

scholarly journals Uzbekistan: New Milestones of Higher Education Internationalization

2021 ◽  
Vol 30 (10) ◽  
pp. 157-168
Author(s):  
E. F. Troitskiy ◽  
S. M. Yun
Keyword(s):  
Higher Education ◽  
Education System ◽  
National Development ◽  
Internationalization Of Higher Education ◽  
Education Policies ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
Higher Education Policies ◽  
Higher Education Internationalization ◽  
Russian Universities

Modern Uzbekistan undergoes wide-scale social and economic reforms that include the modernization of higher education system. This paper aims at evaluating the actual and potential impact of the reforms in Uzbekistan’s higher education on the Russian universities’ opportunities to export education to Uzbekistan. Accordingly, the paper traces the evolution of the national higher education system under President Islam A. Karimov (from 1991 to 2016), analyzes the new priorities of higher education policies set by his successor Shavkat M. Mirziyoyev, shows their interlinkages with the transition to a new model of national development, and focuses on the objectives and instruments of higher education internationalization. Theoretically and methodologically, the research relies on the concepts of internal and external internationalization of higher education, Clark’s model of higher education system elements, and Trow’s concept of higher education massification levels. The authors show the scale and interconnectedness of higher education challenges that have been developing in Uzbekistan in the course of the 25 years of its independence. The authors argue that higher education internationalization has become a way to achieve a number of objectives, in particular to improve the quality of higher education, orient it to massification, make it more accessible in the country’s regional centers. The paper shows the parameters of internal and external internationalization of higher education in Uzbekistan that has demonstrated the unprecedented dynamics in post-Soviet countries. The paper underlines that the policy of rapprochement with Russia launched by Tashkent in 2016 has created exceptionally beneficial opportunities for Russian universities to work in Uzbekistan and attract Uzbek students. Four mid-term scenarios of higher education internationalization in Uzbekistan are suggested.

scholarly journals Performance-based public funding of higher education: European experience and practice of Ukraine

2019 ◽  
pp. 55-67
Author(s):  
Nataliia Fedirko
Keyword(s):  
Higher Education ◽  
Education System ◽  
Public Funding ◽  
Global Environment ◽  
Education Funding ◽  
Higher Education Funding ◽  
Member States ◽  
Higher Education System ◽  
Eu Member States ◽  
The Eu

Purpose. The purpose of the article is to investigate the effectiveness of higher education funding in Ukraine and the EU member states in the face of global challenges and national reforms, as well as to substantiate measures to implement the performance-based approach in the medium term. Methodology of research. The following methods are used to carry out the study: historical and logical – in the study of contemporary challenges for education in the global environment, statistical and generalization – in assessing the domestic practice of higher education financing, comparison – in the analysis of financial and demographic pressure on higher education institutions in Ukraine and EU, synthesis – to substantiate the effects of implementing the performance-based approach for the allocation of public funding to the higher education system and priorities for its reformation in Ukraine. Findings. In order to investing in skills and capacity-building, needed to achieve cost-effectiveness, efficiency, and quality, higher education requires sustainable and adequate public funding. The article substantiates that the current challenges for education systems in the global environment are political and regulatory changes, globalization trends, stakeholder expectations, digitization, nature and structure of the labour market. The feasibility of using a performance-based approach in Ukraine in comparison to other mechanisms of public funding allocation in higher education has been proved, the key performance indicators used in the EU member states have been uncovered also potential effects of implementation have been identified. Originality. The effectiveness of public funding in Ukraine in comparison with EU member states has been determined. This allowed substantiating a set of recommendations for domestic higher education institutions concerning their adaptation to the long-term financial and demographic pressures. The key principles of the public policy, oriented at achieving the effects of economy and efficiency in the sphere of allocation and use of public funds in the higher education system, have been substantiated. Practical value. The proposed recommendations put forward for implementation can be used in reforming the system of higher education funding in Ukraine and will help to improve the performance of educational institutions. Key words: system of higher education funding; public funding of higher education; higher education effectiveness; performance-based funding in higher education.

Convergence and Divergence in the Global Higher Education System: The Conflict between Qualifications and Skills

2019 ◽  
Vol 8 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Dirk Van Damme
Keyword(s):  
Higher Education ◽  
Education System ◽  
Global Scale ◽  
Value Chains ◽  
Regional Economies ◽  
Education Policies ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Higher Education Policies ◽  
Convergence And Divergence

Abstract Globally, higher education is expanding at an unprecedented pace. But two competing forces seem to be at work. The first is globalization: higher education systems are globalizing, especially through international research networks and global rankings which fuel competition on a global scale. Internationally comparable qualification frameworks, credit transfer, internationalization policies and quality assurance and accreditation arrangements work towards globally exchangeable qualifications. But the second force, driving institutions to deliver skills which are relevant for the national and regional economies, works against convergence. The skills equivalents of national qualifications remain very different across countries. The skills agendas, driven by countries’ position in global value chains, drive unequal outcomes. The consequence is that the global higher education system will remain characterized by huge inequalities, which are perceived as quality differences. Higher education policies need to find a balance between integration in the global higher education order and serving the domestic skills needs.

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