World-Class Universities and Institutional Autonomy in China

With the release of Scholars at Risk’s (SAR’s) Obstacles to Excellence: Academic Freedom and China’s Quest for World-Class Universities, institutional autonomy ascends to the fore. In China’s pursuit to transform its institutions into world-class universities, global rankings have offered metrics to purported advancement but too often lack consideration of academic freedom and institutional autonomy, permitting only a shrinking space for vital questions as China applies enormous effort to impose control while seeking the status of a world-class knowledge producer.

Academic Freedom and World-Class Universities: A Virtuous Circle?

Higher Education Policy ◽

10.1057/s41307-018-0087-7 ◽

2018 ◽

Vol 32 (3) ◽

pp. 397-417 ◽

Cited By ~ 2

Author(s):

Terence Karran ◽

Lucy Mallinson

Keyword(s):

Academic Freedom ◽

World Class ◽

What Is the “Special Sauce” for University Innovation?

International Higher Education ◽

10.6017/ihe.2016.85.9231 ◽

2016 ◽

pp. 2-3 ◽

Cited By ~ 1

Author(s):

Philip G Altbach ◽

Jamil Salmi

Keyword(s):

Academic Freedom ◽

Good Governance ◽

Adequate Funding ◽

World Class ◽

Central Factors

Is there a secret to developing innovative universities? Is it possible to copy from the experiences of top universities such as MIT? This article argues that well-known factors such as adequate funding, good governance, meritocracy, academic freedom, and several others are central factors in building innovative and world class universities.

On Politics in Comparative and International Higher Education

Revista Española de Educación Comparada ◽

10.5944/reec.40.2022.31203 ◽

2021 ◽

pp. 50-68

Author(s):

Anatoly Oleksiyenko

Keyword(s):

Higher Education ◽

Academic Freedom ◽

International Higher Education ◽

Critical Research ◽

Internationalisation Of Higher Education ◽

World Class ◽

Research Agendas ◽

Intellectual Leadership

This paper draws attention to key conundrums facing researchers of comparative and international higher education in the age of post-truth and resurgent authoritarianism. The analysis focuses on three salient concerns: world class-universities and academic freedom; power brokerage in the internationalisation of higher education; and challenges of intellectual leadership – that dominated research agendas in the field. Situated at the crossroads of major arguments in the literature and observations derived from academic praxis in the three areas, the critique sets out to explain how politics have been gaining more weight in the construct of comparative and international higher education at a time when corporate elitism is on the rise and the freedoms of inquiry and communication are declining. The study warns about the failures of integrity in this context, and manifests imperatives for safeguarding academic freedom and critical research in the field.

Can BRICS build ivory towers of excellence? Giving new meaning to world-class universities

Research in Comparative and International Education ◽

10.1177/1745499917740652 ◽

2017 ◽

Vol 12 (4) ◽

pp. 512-528 ◽

Cited By ~ 3

Author(s):

Solomon Arulraj David ◽

Shireen Motala

Keyword(s):

Higher Education ◽

University Ranking ◽

Development Agenda ◽

Theoretical Perspectives ◽

The Status ◽

Global University ◽

World Class ◽

Higher Education Transformation ◽

Education Transformation

This paper aims to map the landscape of higher education transformation in the BRICS (Brazil, Russia, India, China and South Africa) nations while exploring the status of BRICS nations in some of the global university rankings and analysing their potential to give new meaning to notions such as excellent and world-class universities. The study provides different theoretical perspectives about global university ranking and about the notion of ‘world-class/excellence’. Based on the literature exploration, the gathered data from some of the global university ranking agencies and the critical reflections from purposefully selected respondents, it is considered that the quest for world-class universities is articulated in several public policy documents of BRICS nations. While some attempts to achieve this quest vary (e.g. from China’s strong effort to India’s least effort), BRICS nations, like many other nations, seem to evolve towards this ambition, as universities have become the centre point of the development agenda. The ability of BRICS nations to provide new meaning to ‘world-class/excellence’ notions, although not clear, cannot be disputed given the indications that the BRICS bloc is emerging as an alternative economic force and the role higher education is playing in this emergence.

The Kothari Saga (1965–85)

10.1093/oso/9780199474943.003.0002 ◽

2018 ◽

Author(s):

R.V. Vaidyanatha Ayyar

Keyword(s):

Higher Education ◽

Gross Domestic Product ◽

Central Government ◽

National Policy ◽

Constitutional Amendment ◽

Educational Discourse ◽

Congress Party ◽

World Class ◽

National Policy On Education

This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.

Research ethics: a profile of retractions from world class universities

Scientometrics ◽

10.1007/s11192-021-03987-y ◽

2021 ◽

Author(s):

Caroline Lievore ◽

Priscila Rubbo ◽

Celso Biynkievycz dos Santos ◽

Claudia Tânia Picinin ◽

Luiz Alberto Pilatti

Keyword(s):

Research Ethics ◽

World Class ◽

Study of graduate attributes of the university of Sydney and implications for building Chinese world-class universities

International Journal of Electrical Engineering Education ◽

10.1177/0020720920984311 ◽

2021 ◽

pp. 002072092098431

Author(s):

Rui Zhao ◽

Wan-Bing Shi

Keyword(s):

System Theory ◽

Comparative Study ◽

High Position ◽

Graduate Attributes ◽

Graduate Employability ◽

World Class ◽

The University ◽

Relationship Of

The graduate attributes of the University of Sydney innovatively include the enabling conceptions and the translation conceptions of attributes and ensure that they are specifically oriented, reasonably structured and comprehensively designed. These scientifically constructed graduate attributes of the University of Sydney prove strong efficiency by the university taking up a high position in QS Graduate Employability Rankings in recent years. Chinese top-level universities, in the process of building world-class universities, also face the task of revising the graduate attributes and substantially enhancing the quality of talents cultivation, and can, therefore, learn the successful experience to revise their own graduate attributes on the basis of universities’ history, vision and specialty, on the premise of a sound cognition of the connotation, levels, and relationship of graduate attributes, and by means of System Theory, Phenomenography and comparative study.

Data visualization as a research support service in academic libraries: An investigation of world-class universities

The Journal of Academic Librarianship ◽

10.1016/j.acalib.2021.102397 ◽

2021 ◽

Vol 47 (5) ◽

pp. 102397

Author(s):

Mahmoud Sherif Zakaria

Keyword(s):

Data Visualization ◽

Academic Libraries ◽

Support Service ◽

Research Support ◽

World Class ◽

World class universities and international student mobility: Repositioning strategies in the Asian Tigers

Research in Comparative and International Education ◽

10.1177/17454999211039298 ◽

2021 ◽

Vol 16 (3) ◽

pp. 295-317

Author(s):

Anatoly V Oleksiyenko ◽

Sheng-Ju Chan ◽

Stephanie K Kim ◽

William Yat Wai Lo ◽

Keenan Daniel Manning

Keyword(s):

Higher Education ◽

International Student ◽

Student Mobility ◽

Global Science ◽

Major Cluster ◽

Knowledge Economies ◽

Asian Tigers ◽

World Class ◽

Local Students ◽

A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local “knowledge economies” to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies’ unique positions in the field of global higher education.