scholarly journals Are We Facing a Fundamental Challenge to Higher Education Internationalization?

2018 ◽  
Vol 2 (93) ◽  
pp. 2 ◽  
Author(s):  
Philip Altbach ◽  
Hans De Wit
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Life Support ◽  
Student Mobility ◽  
Branch Campuses ◽  
Education Community ◽  
Unlimited Growth ◽  
The One ◽  
Higher Education Internationalization

The global landscape for higher education internationalization is changing dramatically. What one might call “the era of higher education internationalization” might either be finished or, at least, be on life support. In addition to nationalist-populist factors, issues of academic freedom, ethics, the role of English, shifting patterns in student mobility, and concerns about transnational education, are challenging the future of internationalization. The current criticism about the unlimited growth of teaching in English, recruitment of international students and development of branch campuses, is coming from two completely opposite sources. On the one hand, there is the nationalist–populist argument of anti-international and anti-immigration. More relevant is the concern about quality, academic freedom, and ethics in the higher education community itself.

scholarly journals Are We Facing a Fundamental Challenge to Higher Education Internationalization?

2018 ◽  
pp. 2-4 ◽  
Author(s):  
Philip Altbach ◽  
Hans De Wit
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Life Support ◽  
Student Mobility ◽  
Branch Campuses ◽  
Education Community ◽  
Unlimited Growth ◽  
The One ◽  
Higher Education Internationalization

The global landscape for higher education internationalization is changing dramatically. What one might call “the era of higher education internationalization” might either be finished or, at least, be on life support. In addition to nationalist-populist factors, issues of academic freedom, ethics, the role of English, shifting patterns in student mobility, and concerns about transnational education, are challenging the future of internationalization. The current criticism about the unlimited growth of teaching in English, recruitment of international students and development of branch campuses, is coming from two completely opposite sources. On the one hand, there is the nationalist–populist argument of anti-international and anti-immigration. More relevant is the concern about quality, academic freedom, and ethics in the higher education community itself.

Three Approaches to Competing for Global Talent

2016 ◽  
pp. 114-135 ◽  
Author(s):  
Yulia Shumilova ◽  
Yuzhuo Cai
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Mobility ◽  
Policy Recommendations ◽  
Anglo Saxon ◽  
Policy Makers ◽  
Good Practices ◽  
Internationalization Strategies ◽  
Higher Education Internationalization

Although there is a growing awareness that international students are an important source of potential global talent, few studies have tried to relate the issue of student mobility to that of competition for global talent. This chapter is an effort to fill the gap. Particularly, it is aimed to conceptualize the major approaches to attracting and retaining global talents with respect to the role of higher education institutions. We have observed and characterized three models of attracting global talent, namely the Anglo-Saxon model, Emerging economies model and Continental Europe/Nordic model. The challenges and the good practices reflected in each model along with policy recommendations will help the policy makers and practitioners take a broader view on their higher education internationalization strategies.

Faculty Are Not Employees

2018 ◽  
pp. 60-71
Author(s):  
Holden Thorp ◽  
Buck Goldstein
Keyword(s):  
Higher Education ◽  
Patient Care ◽  
Academic Freedom ◽  
Shared Governance ◽  
Tenured Faculty ◽  
The Public ◽  
The University ◽  
The Relationship

The role of faculty forms the heart of the university in terms of its scholarship, patient care, and teaching. It is important that the university and the faculty rededicate themselves to outstanding teaching; the erosion of teaching by tenured faculty is contributing to the strain in the relationship with the public. Tenure, academic freedom, and shared governance are all indispensable concepts in the functioning of a great university that are mysterious to those outside the academy. Communicating the importance of these concepts is a critical need for higher education.

scholarly journals On the ‘Innovative University’. A few Challenging Reflections

2018 ◽  
Vol 26 (S1) ◽  
pp. S114-S123 ◽  
Author(s):  
Jan De Groof
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Good Governance ◽  
Common Space ◽  
Role Of The State ◽  
Effective Decision ◽  
Truth Value ◽  
Effective Decision Making ◽  
The University

‘Progress is shaped by the ability to question, to criticize and to enquire. Ensuring progress is one of the responsibilities of Academia’. Could there be any future for non-conformist, heterodox, non-marketable knowledge, next to transforming truth value into the market truth value of knowledge, as was the tendency over the last decades? And what will be its impact upon criteria of excellence? The enjoyment of academic freedom requires the autonomy of the university. European countries have witnessed exciting developments in achieving a common space of convergence in higher education and research. But to encourage creativity there is definitely a need for more differentiation among universities, rather than uniformity. Autonomy is that degree of self-governance necessary for effective decision-making by universities in relation to their academic profile, work and standards. However, self-governance must be consistent with systems of public accountability. Universities must show that they are responding to the needs of society and they must perform according to standards of excellence and creativity in teaching and research. However, the balance, if there is any, has to be questioned. Should a shift of the role of the State be envisaged and should different types of governance be developed in order to counter the statement that academic freedom of higher education staff has decreased? Does a new relationship between government and university require the establishment of a modest set of ‘principles of good governance’ to reduce the overdetailed university regulations? And how to ensure that the search for creativity will also strengthen academic integrity? These questions are decisive for the future mission of the University.

scholarly journals Diversification of Higher Educational Institutions as a Factor of Sustainable Development of Education

2020 ◽  
Vol 208 ◽  
pp. 09039
Author(s):  
Artur Gudmanian ◽  
Liubov Drotianko ◽  
Serhii Sydorenko ◽  
Serhii Ordenov ◽  
Nataliya Chenbai
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
University Education ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Social Sphere ◽  
Technological Universities ◽  
Higher Educational ◽  
The One

The article explores the processes of diversification of higher educational institutions in the context of the sustainable society, which poses specific requirements to the quality of training of new generations of professionals for economy, social sphere and culture. The authors believe that the co-evolution of higher education and the society of sustainable development may evolve along the line of horizontal diversification of higher educational institutions. In the framework of this type of diversification, many industry-specific institutions of higher education (academies, institutes, technological universities) launch educational programs beyond their specialized status and implement ICT education across all curricula. The authors emphasize that for higher education to be sustainable, besides being continuous, it needs to move in the direction of fundamentalization, universality, flexibility, informatization and increasing the role of the humanities. To be sustainable, higher education has to be innovative, based on a harmonious unity of teaching, research and industry-based training. Today, university curricula should be flexible and show a good balance between fundamental and applied disciplines, on the one hand, and so-called general disciplines, the humanities, social sciences and specialist, profession-specific disciplines on the other. The humanities must be granted a proper place in the content of university education, if we want universities to shape high cultural and moral values in their graduates.

scholarly journals ІНФОРМАЦІЙНЕ ЗАБЕЗПЕЧЕННЯ ПРОЦЕСІВ ФОРМУВАННЯ СОЦІАЛЬНОЇ ВІДПОВІДАЛЬНОСТІ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

2022 ◽  
pp. 28-33
Author(s):  
Валентина В. Яценко
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Academic Freedom ◽  
Basic Education ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Public Support ◽  
Modern Society ◽  
Information Support

The paper discusses the selected aspects related to the issues of developing social responsibility in higher education institutions. Emphasis is placed on the growing role of higher education and its evolution in modern society as a crucial element in enhancing cultural, social, economic and political development in Ukraine and as a solid foundation in building internal capacity, promoting human rights, sustainable development, democracy and justice. The study focuses on the need to adhere to the key provisions of the UNESCO Universal Declaration on Higher Education (1998), in particular, to share the idea that “higher education should be viewed as a public service. The funding of higher education requires both public and private resources. The role of the state remains essential in this regard. Public support for higher education and research remains essential to ensure a balanced achievement of educational and social missions. It is argued that the slowdown in economic growth and structural transformations have increased the value of education and its social responsibility to society. The research hypothesis is the statement that social responsibility, academic freedom and autonomy have become the driving forces in increasing the demand for higher education. In this context, it is assumed that universities should maintain a reasonable balance between these components. The purpose of the study is to substantiate the need for information support of the processes of developing social responsibility in higher education institutions within the education services market. To attain the study objectives, the following research methods were employed: expert analysis of the higher education transparency; methods of assessing the key stakeholders’ involvement (students, employers and civil society) in encouraging the University social activities. The findings have identified the challenges and barriers to fostering further academic freedom and institutional autonomy, academic freedom and public-private partnership, boosting academic freedom as an ethical dimension and social responsibility, promoting academic freedom and entrepreneurship. It is argued that education – technological progress complementarity has a number of important implications for the national economic policy. The conclusions verify that the relationships between education, innovation and qualifications is the background for developing social responsibility in universities that contributes to integrating basic education and employment, lifelong learning and maintenance of professional qualifications, promoting innovation and social accountability.

scholarly journals Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?

2014 ◽  
Vol 1 (2) ◽  
pp. 279 ◽  
Author(s):  
Robert Wagenaar
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Personal Development ◽  
Academic Staff ◽  
Unique Contribution ◽  
Learning And Teaching ◽  
Educational Programmes ◽  
Effective Performance ◽  
The One

The competence and learning outcomes approach, which intends to improve effective performance of academic staff and students, is becoming dominant in today’s higher education. This was quite different 15 years ago. This contribution aims to offer insight in the reforms initiated and implemented, by posing and answering the questions why the time was appropriate — by identifying and analysing the underlying conditions — and in what way the change was shaped — by focusing on terminology required and approaches developed. Central here is the role the Tuning project — launched in 2000-2001 — played in this respect. The contribution starts with contextualising the situation in the 1990s: the recession and growing unemployment in many European countries on the one hand and the development of a global society and the challenges the higher educational sector faced at the other. It offers the background for initiating the Tuning project, and the discourse on which its approach is based. In particular, attention is given to choosing the concept of competences, distinguishing subject specific and general/generic ones, as an integrating approach of knowledge, understanding, skills, abilities and attitudes. The approach should serve as a means of integrating a number of main goals as part of the learning and teaching process: strengthening employability and preparing for citizenship besides personal development of the student as a basis for the required educational reform. Tuning’s unique contribution is the alignment of this concept to learning outcomes statements as indicators of competence development and achievement and by relating both concepts to profiling of educational programmes.

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