Higher Education Provision and the Change to a Mass System

2010 ◽  
pp. 150-162 ◽  
Author(s):  
Ruth Farwell
Keyword(s):  
Higher Education ◽  
Mass System

scholarly journals The massification process in chinese higher education

2015 ◽  
pp. 134-152 ◽  
Author(s):  
Danilo de Melo Costa ◽  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Educational Level ◽  
Government Intervention ◽  
Qualitative Approach ◽  
Chinese Higher Education ◽  
Mass System ◽  
University System ◽  
Level Of Education ◽  
The World ◽  
The Government

This paper demonstrates the massification process in higher education using as reference China, which reached in a few years the largest university system in the world. To do this, we present in the theoretical reference the Government intervention and its economic responsibilities, the main challenges of global higher education and the effects of globalization on this level of education. As regards the methodology, this study is designed on the principles of explanatory research, with qualitative approach. Data were collected through documentary and bibliographic research, and subsequently analyzed and interpreted to record the findings that were correlated with other data collected. This research shows at its end how was the expansion of Chinese higher education, which was a elite system and became a mass system, becoming a reference for other nations that also seek to expand this educational level.

Leadership in universities

2011 ◽  
Vol 7 (3) ◽  
pp. 229-234 ◽  
Author(s):  
Peter Scott
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
New Public Management ◽  
Central Government ◽  
Publicly Funded ◽  
Apparent Paradox ◽  
Mass System ◽  
Content Type ◽  
The Public ◽  
The Impact

PurposeThe purpose of this paper is to consider whether recent changes in higher education – notably a tripling of student fees and the withdrawal of most direct public funding for teaching – pose fundamental challenges for the pattern of governance, leadership and management in colleges in universities. It considers the impact not only of these visible, politically‐driven changes but also of less visible and longer‐terms shifts in curriculum, teaching delivery, learning cultures and research organisation.Design/methodology/approachHigher education has changed more than most other publicly funded services. Within the space of two generations it has moved from being a collection of institutions catering for an academically (and socially) selected elite, to become a mass system enrolling almost half of young adults – and an increasing proportion of adult students. Yet its governance and management have been marked by continuity. This paper considers the challenges that this greatly extended role for higher education poses for leadership – but in the context of stable arrangements for governance and management. Higher education leadership is also compared, and contrasted with, leadership in other parts of the public sector.FindingsAlthough higher education has been influenced by the New Public Management, it has changed less than other publicly funded services. Although Vice‐chancellors have taken on many of the trappings of executive leaders, most continue to be drawn from traditional academic backgrounds. Few professional managers have broken through into top leadership roles. Governance arrangements, in particular, have changed little – posing issues of strategic oversight and management accountability. Nevertheless, universities have demonstrated remarkable resilience and adaptability, experiencing few of the crises (financial and otherwise) common in other parts of the public sector. This apparent paradox may indicate how effective university leadership may be in the context of managing more open and distributed “knowledge” organisations.Originality/valueConventional wisdom, within central government and elsewhere, suggests that higher education may be experiencing a “deficit” in relation to modern leadership cultures. This paper challenges that assumption, suggesting that other parts of the public sector, especially, those employing a large number of expert and autonomous professionals, could learn from the experience of universities.

5. Students: getting in, getting on, getting out

2017 ◽  
pp. 78-96
Author(s):  
David Palfreyman ◽  
Paul Temple
Keyword(s):  
Higher Education ◽  
College Student ◽  
Main Part ◽  
Diverse Group ◽  
Tuition Fees ◽  
Mass System ◽  
Universities And Colleges ◽  
Student Relationship ◽  
The University ◽  
Admissions Process

Universities and colleges are, overwhelmingly, about students and in most countries, they are a pretty diverse group, with varying aspirations. ‘Students: getting in, getting on, getting out’ considers the student journey from the admissions process, through induction, to the main part of the student journey involving day-to-day work on the academic programme, assessment, and then moving on to further study or to a graduate job. It asks whether students are partners or customers in the university/college–student relationship and explains how the picture has changed in recent years with the expansion of higher education, moving from an elite system to a mass system, and the introduction of student tuition fees.

Access Policies: Between Institutional Competition and the Search for Equality of Opportunities

2009 ◽  
Vol 15 (2) ◽  
pp. 155-169 ◽  
Author(s):  
Alberto Amaral ◽  
António Magalhães
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Higher Education Institutions ◽  
Access To Higher Education ◽  
Mass System ◽  
Public And Private ◽  
Equality Of Opportunities ◽  
The Government ◽  
Portuguese Higher Education ◽  
Access Policies

Portuguese higher education can be characterised as a mass system, as the total gross participation rate in universities and polytechnics, public and private, is over 50 per cent. Recently, under the simultaneous pressure of demographic decreasing of the population potentially involved with higher education and financial stringency, higher education institutions, both public and private, have started to compete for students, while responding to an increasing social demand for more diversified higher education. The government and higher education institutions are being challenged to widen access to higher education to improve the country's educational and economic performance, with the objective of attracting new publics and students from a broader range of social backgrounds. In the public sector, the competition for students is being mainly felt in the polytechnic sector, but it is in the private sector, both universities and polytechnics, that the need to recruit more students is felt more intensely. The Portuguese government, allegedly to enhance the equality of opportunities in the access to higher education and to attract new publics, has recently broadened the area of recruitment of the special contingent of adult students who have not completed secondary education courses, by lowering the qualification age from 25 years to 23 years old, and has completely deregulated the system by allocating to each institution the responsibility for the selection of adult students. This paper intends, firstly, to contextualise this governmental action in the framework of the access policies, that, since the beginning of the 2000s, can be characterised as offering not only ‘more’ higher education but also ‘more diverse’ higher education; secondly, to identify the strategies that Portuguese higher education institutions are deploying to meet institutional needs (meaning institutions’ own good) and the political goals assigned by the government; finally, to identify differences of institutional reactions according to their public or private nature and university or polytechnic identity.

scholarly journals Brazil and China: towards a mass and universal educational system

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Danilo de Melo Costa
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Qualitative Method ◽  
Student Leadership ◽  
Mass System ◽  
Universal System ◽  
Content Type ◽  
System A ◽  
Pass Through

PurposeChina has invested massively in higher education, reaching a mass system, envisaging, as a next step, reaching a universal system. Brazil is still an elite system but needs to create adequate public policies to migrate to a mass system. The purpose of this article is to analyze the paradigms for a mass educational system, with regard to the quality of education offered, and the prospects for achieving a universal system, with Brazil and China as a reference.Design/methodology/approachThe author applied an exploratory and qualitative method, through categorical content analysis. The data were collected through nine interviews with government managers, 15 unstructured (open) questionnaires to specialists in higher education and four student leadership.FindingsThe results indicate that the change from an elite system to a mass system impacts quality, as there is an inevitable change in experience. However, this modification does not testify against the mass system, as it is necessary for a nation to pass through it and structure itself adequately in order to reach the universal system, a path desired by both countries.Originality/valueThe study presented the reflections observed by the migration from the elite system to the mass system from the main stakeholders of the system in China and the prospects for Brazil to become a mass system. Additionally, it presented the perspectives for both countries to achieve the desired universal system.

The Present Is a Foreign Country (Global Trends)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
The United States ◽  
Student Body ◽  
Mass System ◽  
Global Trends ◽  
Higher Education System ◽  
Higher Education Financing ◽  
Nuanced Understanding ◽  
Globalization Of Education

This chapter offers an overview of the global trends in education systems driven by the five inter-connected forces: democratization of the society, rise of private education, globalization, advent of new information technologies, and knowledge economy. This overview is offered so that there could be a more nuanced understanding of the gales of creative destruction which spectacularly altered the Indian education landscape. It outlines the consequences of the transition of a higher education system transits from an elite system with low levels of enrolment to a mass system with very high levels of enrolment: extraordinary diversification of the purpose of higher education, financing, student body, and content and process of higher education. It outlines the salient features of internationalization and globalization of education, of General Agreement on Trade in Services (GATS), the private revolution in higher education and the quality assurance mechanisms. The overview focuses on the developments in some countries like the United States, United Kingdom, France, and China.

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