scholarly journals Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020

2019 ◽  
Author(s):  
Tor Halvorsen ◽  
Skare Orgeret ◽  
Roy Krøvel
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Higher Education Institutions ◽  
Capacity Development ◽  
Local Context ◽  
Local Data ◽  
Post Colonial ◽  
The World ◽  
The Right ◽  
Academic Content

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development'in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

scholarly journals Features of public-private partnership in the field of higher education of Ukraine

2019 ◽  
pp. 15-18
Author(s):  
Marta DMYTRYSHYN
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Public Private Partnership ◽  
Public Private Partnerships ◽  
Private Partnership ◽  
The World ◽  
Higher Educational ◽  
The Right

Introduction. The global financial crisis of the previous decade, the downturn of the economies of the leading developed countries of the world, the terrorist and military threat in different parts of our planet against the background of serious environmental problems and the depletion of natural resources make the need for comprehensive reforms in many countries of the world. Participation in social projects, stimulation and support of innovations, charity and charitable activity allows to protect vulnerable sections of the population and to promote welfare of the people as a whole. A state-business partnership is a simple and effective way to solve current problems. The purpose of the study is to outline the features of public-private partnerships in higher education. In order to achieve this goal, it is necessary to use methods of studying economic phenomena and processes, in particular: comparison, historical and logical methods, systematic approach. Results. Public-private partnership is defined as an agreement made by the government with a private service provider to obtain a service of a certain quality and quantity at a fixed price for a certain period of time. Public-private partnerships may also involve the creation of a joint venture, that is, a consortium, to carry out large-scale projects. The Law of Ukraine “On Higher Education”, passed in 2014, opens up such an opportunity for higher education institutions. Thus, in Article 27 of the enacted normative legal act, the right of a higher education institution to declare the right of a higher educational institution to be the founder (co-founder) of other legal entities that conduct their activity in accordance with the directions of the educational-scientific-production, innovative activity of a higher educational institution and / or ensure the fulfillment of its statutory tasks. Higher education institutions may also form educational, scientific and research facilities, scientific parks and be part of a consortium. All participants of the complex, the consortium maintain the status of legal entity and financial independence. Conclusion. Summarizing the above, we can conclude that public-private partnership between the state and the private sector is a promising way of implementing large-scale projects in the field of higher education, solving current problems and a way to achieve economic development and intellectual potential of our country. Current problems do not seem to be beyond their control. In the process of implementing new PPP projects, ways will be found to solve existing problems, because cognition is seen as development, and in development - cognition of new, unknown and perspective.

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

The Indian University in a Comparative Perspective

2018 ◽  
Author(s):  
N.R. Madhava Menon
Keyword(s):  
Higher Education ◽  
Competitive Advantage ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Comparative Perspective ◽  
Policy Changes ◽  
University System ◽  
Current State ◽  
The World ◽  
The University

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.

STATUS QUO OF A ‘LEAN UNIVERSITY’ CONCEPT IN KYRGYZSTAN

2019 ◽  
Vol 19 (4) ◽  
pp. 23-30
Author(s):  
Jyldyzbek Jakshylykov ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Status Quo ◽  
Lean Principles ◽  
Higher Education System ◽  
The World

The Kyrgyz higher education institutions are failing to meet the newly emerging challenges. Despite the efforts and jobs done, the effective results are not being achieved in the education and research sphere as desired. In this article, we give the examples of “Lean principles” implementations around the world as one of the solutions to the above mentioned challenge. In the last part of the article, we discuss a status quo of these principles in Kyrgyz higher education system.

Accreditation and ranking of higher education institutions (HEIs): review, observations and recommendations for the Indian higher education system

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jerald Ozee Fernandes ◽  
Balgopal Singh
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Research Approach ◽  
Academic Quality ◽  
Content Type ◽  
Global Ranking ◽  
Higher Education System ◽  
The World ◽  
Indian Higher Education

PurposeThe higher education system has been entrusted globally to provide quality education, especially to the youth, and equip them with required skills and capabilities. The visionaries and policymakers of the countries around the world have been working relentlessly to improve the standard of the higher education system by establishing national and global accreditation and ranking bodies and expecting measuring performance through setting up accreditation and ranking parameters. This paper focuses on the review of Indian university accreditation and ranking system and determining its efficacy in improving academic quality for achieving good position in global quality accreditation and ranking.Design/methodology/approachThe study employed exploratory research approach to know about the accreditation and ranking issues of Indian higher education institutions to overcome the challenges for being globally competitive. The accreditation and ranking parameters and score of leading Indian universities was collected from secondary data sources. Similarly, the global ranking parameters and scores of these Indian universities with top global universities was explored. The performance gaps of Indian university in global academic quality parameter is assessed by comparing it with scores of global top universities. Further, each domestic and global accreditation and ranking parameters have been taken up for discussion.FindingsThe study identified teaching and learning, research and industry collaboration as common parameter in the accreditation and ranking by Indian and global accreditation and ranking body. Furthermore, the study revealed that Indian accreditation and ranking body assess leniently on parameters and award high scores as compared to rigorous global accreditation and ranking practice. The study revealed that “research” and “citations” are important parameters for securing prestigious position in global ranking, this is the reason Indian universities are trailing. The study exposed that Indian academic fraternity lack prominence in research, publication and citations as per need of global accreditation and ranking standards.Research limitations/implicationsThe limitation of this study is that it focused only on few Indian and global accreditation and ranking bodies. The future implication of this study will be the use of methodology designed in this study for comparing accreditation and ranking bodies’ parameters of different continents and countries in different economic development stages i.e. emerging and developed economies to know the disparity and shortcomings in their higher education system.Practical implicationsThe article is a review and comparison of national and global accreditation and ranking parameters. The article explored the important criteria and key indicators of accreditation and ranking that would provide an important and meaningful insight to academic institutions of the emerging economies of the world to develop its competitiveness. The study contributed to the literature on identifying benchmark for improving academic and higher education institution quality. This study would be further helpful in fostering new ideas toward setting up of contemporary globally viable and acceptable academic quality standard.Originality/valueThis is possibly the first study conducted with novel methodology of comparing the Indian and global accreditation and ranking parameters to identify the academic quality performance gap and suggesting ways to attain academic benchmark through continuous improvement activity and process for global competitiveness.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

scholarly journals The Growing Accountability Agenda: Progress or Mixed Blessing?

2015 ◽  
Author(s):  
Jamil Salmi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Teaching And Research ◽  
The Past ◽  
Public Resources ◽  
The World ◽  
Mixed Blessing ◽  
University Leaders ◽  
Accountability Practices

In the past decade, however, accountability has become a major concern in most parts of the world. Governments, parliaments, and society at large are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. The universal push for increased accountability has made the role of university leaders much more demanding. The successful evolution of higher education institutions will hinge on finding an appropriate balance between credible accountability practices and favorable autonomy conditions.

scholarly journals FEATURES OF RESULT BASED FINANCING HIGHER EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 50-57
Author(s):  
Iryna Kalenyuk ◽  
Olena Grishnova ◽  
Liudmyla Tsymbal ◽  
Deniss Djakons
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Public Funding ◽  
Negative Consequences ◽  
Financial Flows ◽  
Higher Education System ◽  
The World ◽  
Financing Higher Education

The key role of the education system in the formation of a knowledge society is raising the issue of improving its financing. In the face of new challenges and aggravation of global competition, the mechanism for financing the higher education system is being transformed. The need to increase funding is manifested in expanding financial sources and improving the management of various financial flows. Increasing the effectiveness of public funding is becoming an important issue, which remains the main source of financial revenues for institutions of higher education in countries of the world. A promising practice in the world is the use of funding based on the results of activity, which is becoming more widespread in various areas of economic activity. The purpose of this article is to study the current world-wide practice of applying results-based financing of higher education and defining promising directions for its implementation in Ukraine. The essence and features of RBF - Result Based Financing (RBF) method, including in the system of higher education, are revealed. The existing approaches to financing higher education institutions in the world based on results are systematized, the main criteria for their definition are identified: on the basis of inputs, process, output, output. The world practice of using higher education institutions financing based on the results, positive and negative consequences of its implementation is highlighted and summarized. The necessity of using RBF funding in the system of native education is proved, the main directions and areas of its use are determined. The application of a two-tier model of financing higher education institutions in Ukraine is proposed, which combines the traditional cost-oriented approach and funding based on the results of the activity.

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