scholarly journals The Role of Higher Education Policies in Science Production (Case Study; Graduate Degrees in University)

2021 ◽  
Vol 2 (3) ◽  
pp. 149-168
Author(s):  
Hamid Reza Qasemi ◽  
Milad Behzadi
Keyword(s):  
Higher Education ◽  
Postgraduate Education ◽  
Education Policies ◽  
Statistical Population ◽  
Graduate Degrees ◽  
Higher Education Policies ◽  
Education Innovation ◽  
Education Subsidy ◽  
Science Production

The present study aimed to investigate the role of higher education policies in science production in postgraduate education. This study was considered causal research in terms of the method used. In the present study, the statistical population of this study includes graduate students of Arak University. Morgan's Table was used for sampling, and the convenience sampling method (also known as availability sampling) was used. The sample size was 323 people. According to the results, higher education policies can positively and significantly affect science production through structuring higher education, subsidy allocation to graduate education, investment in higher education, building culture for higher education, the applicability of higher education, innovation support).

Efficiency Driven Effect of Education in China: The Perspective of Global Competitiveness and Graduate Education

2021 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Jia Liu ◽  
Lun Li
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Economic Development ◽  
Practical Significance ◽  
Education Policies ◽  
Global Competitiveness ◽  
Higher Education Policies ◽  
Level Of Economic Development ◽  
Education In China

Capital, natural resources, technology and education are often considered to be the most important factors in improving the level of economic development. China is in the "efficiency-driven" stage of economic development. There are objective laws in the development of education level and economic growth, but they interact with each other. Economic growth provides the foundation and necessary conditions for the development of education. At the same time, the role of education in promoting economic growth is also very obvious. Based on the perspective of postgraduate training, this paper studies the role of education in economic efficiency-driven, through the study of theory, data collection and empirical analysis, combined with the development characteristics of China's higher education, and compares China's and US higher education policies to guide China's higher education. The development of education, and then promote the transformation of China into the "innovation-driven" stage, has certain theoretical and practical significance.

scholarly journals ‘Teacher! Teacher! I want “A”, teacher!’

2011 ◽  
Vol 17 (2) ◽  
pp. 130-147 ◽  
Author(s):  
Philip Cass
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
Media Education ◽  
Education Policies ◽  
English Language Education ◽  
Language Of Instruction ◽  
Current Form ◽  
Higher Education Policies

This article broadly examines the teaching of journalism and media studies in the countries of the Gulf Co-operation Council and focuses specifically on the authors’ experiences of teaching these subject areas in the Colleges of Applied Science in Oman. Written partly in response to O’Rourke and Belushi (2010) and drawing on earlier work by Quinn (2001) and Al Hasani (2006), the paper addresses a number of broader questions about journalism and media education in the GCC countries. It asks whether the use of English as a language of instruction is sustainable in countries like Oman and whether its use is based on considerations of practicality or because of its perceived prestige. The article draws on debates about higher education language policy and questions about the viability of teaching ‘Western-style’ journalism in non-democratic societies raised by Josephi (2010) and others. The article argues that higher education policies which affect journalism and media education too often appear to be based on ideas about what will make the country look good or ‘modern’ while ignoring what might be its actual needs. The article argues that in some cases English language education in these subjects is not viable in its current form and that students themselves see the role of journalism in an utterly different light to that of their ‘Western’ or ‘Western’-educated instructors.

scholarly journals Lifelong Learning principles and higher education policies

2014 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Carlos Vargas
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Personal Development ◽  
Social Needs ◽  
Economic Downturn ◽  
Education Policies ◽  
Global Trends ◽  
Higher Education Policies ◽  
Learning Principles

The role of higher education in promoting economic growth and social cohesion has been recognised in multiple international documents, programmes and strategies. Likewise, a number of countries and higher education institutions worldwide have introduced policies that aim at fostering learners’ employability, active citizenship, personal development, knowledge base, competences and capabilities. However, not all these policies have successfully addressed current global trends like the economic downturn, demographic change, the changing nature of the labour market, and pressing social needs. This paper posits that introducing lifelong learning principles to the formulation and implementation of higher education policies may provide more inclusive and comprehensive frameworks for meeting the needs and aspirations of the multiple stakeholders of higher education.

scholarly journals Understanding Higher Education: Alternative Perspectives

2021 ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Global Order ◽  
Education Policies ◽  
Higher Education Policies ◽  
Social Account ◽  
The University

Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education: Alternative Perspectives responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as ‘decontextualised learners’ premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.

Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process

2021 ◽  
pp. 000283122110030
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Eliza Epstein ◽  
Elif Yucel
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Qualitative Data ◽  
Sense Making ◽  
Education Policies ◽  
Vertical Transfer ◽  
Higher Education Policies ◽  
State Transfer ◽  
Subsequent Behavior

More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate between multiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students’ approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students’ transfer outcomes.

Gender Inequality and Intersectional Disadvantage among Students in South African Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 147-172
Author(s):  
Oliver Tafadzwa Gore ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capabilities Approach ◽  
Structured Interviews ◽  
Education Policies ◽  
Higher Education Policies ◽  
Definition Of ◽  
South African Higher Education

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

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