scholarly journals Academic Education: Focused Only on the Labour Market?

2020 ◽  
Vol 8 ◽  
pp. 11-26
Author(s):  
Ryszard Gerlach
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Labour Market ◽  
Higher Education Reform ◽  
Academic Education ◽  
The Future ◽  
The Moment

The discussion about academic education should be considered important and particularly valid at the moment, when yet another higher education reform is being implemented in our country. Among an array of issues that should be discussed in publications and scientific discussions, there is also a search for an answer to the question about the extent to which such education prepares and the extent to which it should prepare students for employment at the modern, as well as the future, rapidly changing labour market. The author of the paper also attempts to offer an answer to this question.

AMLO’s plans may fail to meet Mexican student demands

2018 ◽  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Labour Market ◽  
Mexico City ◽  
Higher Education Reform ◽  
Content Type ◽  
Expanded Access ◽  
Market Needs ◽  
Student Demands

Significance Anger over such issues reached a crescendo this month, with several schools at the UNAM staging strikes and a massive student demonstration taking place at the institution’s Mexico City campus on September 5. Graue appears to have calmed the situation for now, but students in seven schools of UNAM are still demanding changes before resuming lessons. Impacts Managing students’ expectations will be crucial if the incoming administration is to prevent unrest from flaring again. Broader student demands, such as accountability, transparency and security will compound AMLO’s challenges. Any higher education reform will require improvements in quality and expanded access, particularly in the poorest states. Making higher education respond to labour market needs will be essential for AMLO’s efforts to reduce inequality.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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