Neoliberal Approach in Higher Education

2022 ◽  
pp. 212-227
Author(s):  
Mamoona Riasat ◽  
Bulent Akkaya
Keyword(s):  
Higher Education ◽  
Contextual Knowledge ◽  
Leadership Programs ◽  
Intellectual Community ◽  
Community Needs ◽  
Knowledge Based ◽  
Factors Influencing ◽  
Knowledge Based Economy ◽  
The Government ◽  
Business Approach

Differentiation strategies face higher uncertainty and dynamism because of design and functionality of their service in higher education. This is closely related with contextual knowledge and neoliberal approach. Researchers provide the contextual knowledge of neoliberal approach in Pakistan and state of social justice regarding higher education in the country. Neoliberal approach in education has been identified as a new trend in developing countries. Business approach in education has started treating education as a commodity and students as a costumer. Knowledge-based economy is one of the strongest factors influencing the neoliberal approach in higher education. There are certain circumstances for adaptation of this approach in higher education; however, the intellectual community needs to be aware of the pros of this approach. Humanitarian approach need to be taken care of by the government bodies in higher education. Ethical and leadership programs based on agile management may be helpful for faculty members to reduce social injustice through their teaching approach.

Innovations in Higher Education in India

2020 ◽  
pp. 162-183 ◽  
Author(s):  
Sebak Kumar Jana ◽  
Adwaita Maiti
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Economic Productivity ◽  
Innovative Strategies ◽  
Knowledge Based ◽  
Quality Of Higher Education ◽  
Knowledge Based Economy ◽  
Education In India ◽  
Ict Infrastructure ◽  
The Government

The present century is an age of knowledge-based economy. Though India's achievement in the field of higher education in the post-independence period is remarkable, gross enrollment ratio in higher education and the quality of higher education in India is not encouraging. ICT infrastructure is one way of stimulating growth in national innovation and economic productivity. According to NSSO survey in India, in higher education, 85.4% of students are able to operate computers, 81.6% of students are able to search the internet, and 78.2% of students are able to e-mail. The Government of India has taken various innovative strategies in higher education including online courses and facilities. The chapter has also highlighted different digital initiatives in higher education in India. In India MOOCs are offered by SWAYAM, IITBX, mooKIT, and NPTEL. Other digital innovation includes E-PG Pathshala, SWAYAM Prabha, e-Shodh Sindhu, Shodh Gangotri, Shodhganga, AISHE, National Academic Depository (NAD), etc.

scholarly journals THE CHALLENGES IN HIGHER EDUCATION INSTITUTIONS IN INDONESIA: ARE WE ENTREPRENEURIAL UNIVERSITY YET?

2019 ◽  
Vol 2 (3) ◽  
pp. 153
Author(s):  
Eko Sakapurnama ◽  
Martani Huseini ◽  
Pantius Drahen Soeling
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurial University ◽  
Entrepreneurial Universities ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Agents Of Change ◽  
The Government ◽  
Financial Income

Today, the world has entered the industry revolution 4.0 era. It is inevitable that higher education institutions become the agents of change of civilizations that support the phenomenon. Some conceptions related to knowledge-based economy, entrepreneurial university or third-generation university, became the frame of thinking of experts who encourage university policies and strategies. This literature review is intended as an analysis on the current condition of higher education institutions in Indonesia, especially Universitas Indonesia and Universitas Gajah Mada, both of which are leading universities in Indonesia. As a state-owned university that is given an autonomy, the government restricts their subsidy, and this has put both state-owned universities (PTNBH) in a dilemma in an attempt to implement their Tri Dharma's activities, mainly because unclear policy to get the financial income from non-educational costs. This article will highlight some thoughts related to entrepreneurial universities, such as definitions, transformation models, and challenges to become entrepreneurial universities.

The Role of Innovative and Digital Technologies in Transforming Egypt Into a Knowledge-Based Economy

2019 ◽  
pp. 386-400
Author(s):  
Sherif H. Kamel ◽  
Nagla Rizk
Keyword(s):  
Success Factors ◽  
Universal Access ◽  
Knowledge Society ◽  
The Internet ◽  
Public And Private ◽  
Knowledge Based ◽  
Critical Success ◽  
Knowledge Based Economy ◽  
Technology Applications ◽  
The Government

Digital technology, artificial intelligence, the internet of things, and innovative technology applications are gradually transforming businesses and governments in emerging markets making them more competitive and offering opportunities for economic growth and prosperity. This chapter demonstrates Egypt's potential to enable a knowledge society through the deployment of emerging technology tools and applications across different sectors of the society. The chapter analyzes the critical success factors that are necessary for the realization of a digitally driven society where information is seamlessly exchanged for the optimal utilization of resources for decision-making purposes at the government, public, and private sector levels. The chapter highlights the need for the formulation of a nation-wide entrepreneurial ecosystem that promotes a tech-startup culture that can effectively contribute to transforming the society by enabling inclusion, universal access to the internet, more diversified educational opportunities and a comprehensive and conducive environment to development.

Higher Education Institutions as Viable Systems

2020 ◽  
pp. 1-25
Author(s):  
Dejana Zlatanović ◽  
Verica Babić ◽  
Jelena Nikolić
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Viable Systems ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Key Factor ◽  
Viable System ◽  
Sustainable Economic Growth

In a knowledge-based economy, higher education institutions (HEIs) are a key factor in fostering innovation and play a central role in sustainable economic growth and development. Growing complexity of HEIs and their environments requires systemic, i.e. cybernetic approach to innovation. The chapter highlights the importance of introducing a cybernetic framework for innovativeness of higher education institutions by their examination in conceptual framework of organizational cybernetics (OC). The purpose is to demonstrate how viable system model (VSM) as a key methodological tool of OC can help understanding the viability and innovativeness of HEIs. In addition, higher education institutions are investigated in a conceptual framework of VSM through the case of the public higher education institution (HEI) in Serbia. The main contribution of the chapter is related to practical implications of presented framework including the strengths and weaknesses of a VSM application.

Accelerating the Growth of Bioeconomy in Malaysia

2015 ◽  
Vol 21 (2) ◽  
Author(s):  
Nazlee Kamal ◽  
Zurina Che Dir
Keyword(s):  
Environmental Sustainability ◽  
Biological Materials ◽  
High Income ◽  
Asia Pacific ◽  
Commercial Application ◽  
Economic Sectors ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The Government ◽  
Biotechnology Sector

Advances in commercial application of biotechnology worldwide over the past two decades have led to the development of a bioeconomy, whereby substantial economic outputs are from the development and use of biological materials. Bioeconomy encompasses all industries and economic sectors based on the values implicit in biological materials that can be translated into new sources of income, environmental sustainability and social well-being.Malaysia, one of the most competitive biotechnology hubs in the Asia-Pacific region, has also taken critical early steps to coordinate and intensify national efforts to harness the potential of the bioeconomy. Most significantly, the Bioeconomy Transformation Programme (BTP) was launched in October 2012, making the country only the second in Asia, after China, and the first in ASEAN, to establish its own national bioeconomy initiative.The BTP is in line with the Government’s objective to develop Malaysia into a high-income nation by the year 2020. The BTP aims to achieve this by focusing on bio-based industries in Malaysia, a sector that has been identified as having enormous potential to further develop the nation due to the abundance of natural resources available.With the introduction of the BTP, Malaysia is now unlocking even greater opportunities in the local and regional biotechnology industry, and enhancing the participation of the private sector. Through effective execution strategies from the Government and BiotechCorp, the biotechnology sector is now directly contributing towards efforts to drive Malaysia towards a high-income and knowledge-based economy by year 2020.

A Finnish Concept for Academic Entrepreneurship

2008 ◽  
Vol 22 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Kari Laine
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Knowledge Creation ◽  
Basic Research ◽  
Entrepreneurial Activity ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
University Of Applied Sciences ◽  
Potential Applications

In a knowledge-driven economy there is a growing need for deeper and more productive interaction between higher education and industry. The full exploitation of knowledge requires strategies, incentives, appropriate systems and strong interaction between the transfer processes and the main processes in higher education. In a knowledge-based economy, knowledge is more likely to be created if there is collaboration on the potential applications. In such a knowledge creation process, the creation, dissemination and utilization of knowledge are carried out in quick succession or even simultaneously. Also, basic research and applied research can no longer be separated. Knowledge creation is, in many cases, achieved through long-term partnerships based on trust, commitment and mutual benefit. This paper explores ways of supporting and creating entrepreneurial activity in higher education. It studies the case of Satakunta University of Applied Sciences in Finland.

scholarly journals Implementation of 21st Century Skills in Higher Education of Pakistan

2019 ◽  
Vol IV (III) ◽  
pp. 223-233
Author(s):  
Hayat Khan ◽  
N.B. Jumani ◽  
Nawab Gul
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Economy ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Skills Learning

The emergence of the global economy has changed the demands of citizenship and employment in the new millennium. The world is shifting from an industrial economy to knowledge based economy. Keeping in view these challenges, 21st century society and work sphere require individuals equipped with 21st century skills. Therefore the present study was designed to examine the implementation of 21st century skills in universities of Pakistan. The aim of the study was to examine the existing programs and practices at the universities and their relation with 21st century skills. Learning and innovation skills, also called 4Cs skills, were taken as 21st century skills in the present study. These skills consist of (i) critical thinking and problem solving, (ii) communication, (iii) collaboration, and (iv) creativity. Findings of the study revealed that these skills were not fully developed in majority of the students in universities.

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