Access and Equity: A Case Analysis of Local Implementation under the Higher Education Equity Programme

The rapid rate of technological change and the rapidly growing number of institutions now embarking on Internet-based delivery means that more institutions are involved in distance education than at any other time in history. As institutions throughout the world increasingly offer courses via the Internet, there will emerge a global higher education economy in which institutions will face global competition for students, especially those involved in continuing professional education and lifelong learning. The emergence of the global higher education economy could well act as a catalyst for overcoming the institutional inertia that typifies the organisational culture of many universities. This transition from the Industrial to the Information Age was encapsulated by Dolence and Norris (1995), who argued that to survive organisations would need to change from rigid, formula driven entities to organisations that were ”fast, flexible, and fluid” (p. 31) – adjectives not typically used to describe the salient features of universities! This case study outlines the response of a well-established dual mode institution, The University of Southern Queensland (USQ), to the ”gales of creative destruction” (Schumpeter, 1950, p. 84) that currently beset higher education institutions throughout the world. Technological Development and Globalisatio Distance education operations have evolved through the following four generations (Taylor, 1995): first, the Correspondence Model based on print technology; second, the Multimedia Model based on print, audio and video technologies; third, the Telelearning Model, based on applications of telecommunications technologies to provide opportunities for synchronous communication; and fourth, the Flexible Learning Model based on online delivery via the Internet (Table 1). While the first generation has a long history, it is generally accepted that most of the technology enhanced distance learning developments have occurred over the past twenty-five years. Indeed, it is fair to say that the fourth generation of distance education is only just beginning to have an impact in many contexts, due partly to the rate of institutional development in higher education, USQ: An E-university For An E-world 2 which tends to be stymied by a predominantly conservative ethos and associated mindsets. Until recently, many on-campus educators have largely ignored the new technologies, with the process of face-to-face conventional teaching regarded as patently superior to all other forms of teaching. While distance educators have striven to overcome the tyranny of distance, the perceived constraints associated with limited opportunities for face-to-face interaction, on-campus educators appear to be basically satisfied with traditional approaches. It is in this context of institutional inertia that the senior managers and leaders of educational institutions have been bedevilled by complex decision making structures. The typical collegiate decision making process often entails a sequence of deliberation, documentation, reflection, review and refinement through consideration by a series of learned groups often including a working party, at least one committee, several faculty boards, the Academic Board, the Vice-Chancellor’s Executive Committee and perhaps the University Council. This modus operandi for management is no longer sustainable in an environment where the changing scale and scope of technological change is greater than ever. Today, change is the only constant. As more and more institutions embrace Internet-based delivery (see [http: //www.dlcoursefinder.com] for examples of courses and providers) competition for students is becoming increasingly competitive on a global scale. In effect, a global lifelong learning economy is emerging. The result is that higher education will become increasingly market driven, such that in the near future institutional success will depend primarily on students’ perceptions of flexibility of access, quality of service and value for money. Each institution has unique characteristics and will, of course, respond to these challenges in its own way. The individual response of any institution will be a function of its history, present organisational culture and the beliefs and personalities of current institutional leaders. The following exemplary case study of the University of Southern Queensland (USQ) highlights the need for institutional leaders to take a proactive stance and to generate an organisational development strategy appropriate to the ethos of their particular institution. USQ: Structures, Culture and Processes Established by the Australian Federal Government in 1967, to provide oncampus higher education opportunities primarily for residents of the Darling Downs region of Southern Queensland, The University of Southern Queensland (USQ) became a dual mode institution when it initiated distance education delivery in 1977. Twenty-three years later, the USQ has over 13,000 distance education students studying off-campus in over 60 countries, and over 5,000 students studying on-campus in Toowoomba. International Review of Research in Open and Distance Learning USQ: An E-university For An E-world 3 Organisational Structure An overview of the organisational structure of the University is presented in Figure 1.

This research aims to analyze (1) Effect of Education Costs on Higher Education Demand for Children in Kamang Baru Sub-district, (2) Effect of Parental Education Level on Higher Education Demand for Children in Sub-Districts Kamang Baru, (3) The influence of the desire to work in the modern sector of the demand for higher education in children in the Kamang Baru sub-district, (4) the influence of the desire to obtain high income towards the demand for higher education in children in the Kamang Baru sub-district, (5) the influence of the social status of the community on demand for higher education in children in the district of Kamang Baru. The study population of this research is families with children who had graduated from high school in Kamang Baru sub-district. The sampling technique is multistage random sampling with a total sample of 92. Data analysis techniques using multiple regression analysis with the significance test of the t test and F. The results showed that (1) Education costs had a significant negative effect on the demand for higher education in children. (2) The level of parental education has a significant effect on the demand for higher education in children ( 3) The desire to work in the modren sector significantly influences the demand for higher education in children, (4) The desire to obtain high income has a significant effect on the demand for higher education in children (5) Public social status significantly influence the p Higher education demand for children.

The role played by education in the process of entering into the knowledge economy for Korean society has been influential and its impact remains strong, with higher education carrying out an important role in developing the necessary human resources for its sustainability. A series of higher education reforms have been implemented since the late 1990s whose major features include: deregulation and autonomy in college admissions including introducing an admission officer system, a university information disclosure system, and a university accreditation system; restructuring the college system; applying a formula-funding system in university finance and providing ICL(income-contingent loans); and launching projects such as Brain Korea 21 and World Class University aiming at internationalization. However, some issues that still need to be discussed and improved on within the Korean higher education system include: harmonizing the issues of institutional autonomy and accountability; defining universities capacity; providing reliable higher education information; and establishing specialized higher education institutions. This paper raises the following five issues that need to be explored: (1) What will be taught in college? (2) What is the role of the government in higher education? (3) How can the supply and demand in higher education be balanced? (4) What should be the response to the transformation of higher education demand? (5) How should financial resources for higher education be allocated appropriately?KeywordsHigh EducationHigh Education InstitutionHuman Resource DevelopmentHigh Education ReformHigh School Equalization PolicyThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The Australian government uses numerous strategies to promote specific agendas – including continued efforts to deregulate the higher education sector. These strategies comprise the reduction of government funding to universities in real terms to oblige institutions to seek alternative sources of income; the targeted deployment of government funding (including growth places and infrastructure funding); the use of reward-based incentives; the actual or threatened re-distribution of funding based on performance; competitive grants; and amending funding mechanisms to support desired behaviours. In addition, strategies not involving direct funding are also used through special policy provisions, the establishment of bodies and forums to promote issues; the publication of position papers and protocols; the publication of performance information or review outcomes; the employment of reporting and accountability processes and frameworks; and various approaches to promote, encourage or oblige sector restructuring. A major thrust of the Australian government's higher education policy is to encourage sector diversification through encouraging individual institutions to adopt their own clear and unique identities. This poses many challenges and opportunities for new generation regional institutions trying to position themselves in an increasingly competitive higher education market while continuing to meet their obligations and remain relevant to their local communities. The University of Southern Queensland's experience in pursuing its vision as a leader in open and flexible higher education is explored within the context of these potentially competing agendas.

The Demand for Higher Education in Belgium

The purpose of the study is to analyze the change in demand for higher education in conditions of a stable environment (during 2018-2021) and in the conditions caused by the full-scale invasion of Ukraine in 2022 by Russia. To achieve the goal, the following research methods were used: systemic method to perform a comprehensive study of the situation and dynamics of the development of the higher education market; monitoring - to observe the update of information of the State Statistics Service of Ukraine regarding changes in the population's income, the number of internally displaced persons and the loss employment level; statistical method - to analyze the dynamics of changes in the number of secondary education and special education completion, the number of students receiving education for the second time, state budget in the field of education;comparison method - to establish differences of demand in different regions of Ukraine; graphic method - to create a convenient and compact display of marketing research results; generalization - to establish the factors affecting the change in demand during the war; survey - to collect primary marketing information researching consumers of higher education services on the example of the Institute of Economics and Management of the Lviv Polytechnic National University. The information base of the research is statistical data generated by the State Statistics Service of Ukraine and laws, resolutions, and reports approved by the Verkhovna Rada of Ukraine. The higher education market was analyzed and it was established that in a stable environment, the demand for higher education is high, but during the years 2018-2021 there is a noticeable decrease in the pace of development. The main factors that influenced the decrease in the popularity of higher education among the population are the decrease in education funding and the increase in the spending of education in institutions of higher education, the glut of the labor market by specialists with higher education and the need for workers with skills that can be obtained in institutions of professional pre-higher education. It was established that in the conditions of the war, the main reason for the decrease in demand for higher education is mass emigration of the population, internal displacement of people, which has caused an increase in the popularity of higher educational institutions in Western Ukraine. The results of the study are primarily of interest to public administration specialists, since the level of education of the population is the main factor affecting the potential of the country, its economic and scientific progress. The article identifies a number of factors affecting the change in the popularity of higher education among the population of different age categories. An action plan has been developed that will reduce the "brain drain" from Ukraine.

Reviewed by: Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education by William G. Bowen and Eugene M. Tobin Karena Brace, Director of Program Operations William G. Bowen and Eugene M. Tobin. Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education. Princeton: Princeton University Press, 2015. 400 pp. Hardcover: $29.95. ISBN 978-0-691-16642-1. William G. Bowen and Eugene M. Tobin tackle the “we” versus “they” mindset in higher education as they make the case for changes to governance in Locus of Authority: The Evolution of Roles in the Governance of Higher Education. Bowen is the former president of Princeton University and President Emeritus of the Andrew W. Mellon Foundation. Tobin, former president of Hamilton College, is the senior program officer for Higher Education and Scholarship in the Humanities at the Andrew W. Mellon Foundation. Both authors began their careers in academe as faculty members, Bowen in economics and Tobin in American history. As a result, they bring a well-rounded perspective on higher education and first-hand knowledge of the challenges faced by faculty and administrators. The book gains credence from their respective expertise, with four case studies providing historical accounts and supporting evidence for their conclusions. At the heart of their argument is whether an “inherited,” “hundred-year-old system of governance practices” can support the changing demands for higher education (p. 1; p. 64). Bowen and Tobin contend that higher education institutions, marked by increased specialization among faculty, professionalization of administration, and perpetual predispositions toward vertical organization, cannot respond appropriately or in a timely fashion to current issues. They suggest movement toward more horizontal organizational structures that drive collaborative practices. However, the authors are quick to caution that it is not collaborative decision-making or consensus they seek. Rather, it is meaningful participation from all campus constituents, true leadership with the courage to act, while assuming the best from all involved. Despite the book’s title, Bowen and Tobin readily acknowledge, “this study is really about leadership and how it is both constrained and exercised in the modern college or university” (p. x). Consequently, this book serves as a critical resource for understanding the historical influences on current issues in governance of higher education and how administrators might begin to address their role and the role of faculty in decision-making. Locus of Authority: The Evolution of Roles in the Governance of Higher Education is composed of five chapters with the Introduction serving as Chapter 1. In it, Bowen and Tobin set the stage for the chapters to come by painting a rather urgent need for change in governance structures. As degree attainment levels, particularly among minorities, fall short of expectations, degree completion time increases, and widespread issues of affordability plague higher education, Bowen and Tobin plead with readers to take heed. They question the governance structures currently in place at American institutions, critical of their slow pace, lack of concern for appropriate resource allocation, and occupation with preservation of the status quo. Bowen and Tobin call for an evolution in governance so that American institutions can uphold the social mobility promised by higher education, graduating students who can compete globally. Another critical component of the introduction is an explanation of the book’s structure. Setting this book apart is the use of four case studies that detail milestone events in governance and evolution of faculty roles from the beginnings of the institutions through current events still unfolding. Representing the groups studied are the City University of New York (CUNY), Macalester College, Princeton University, and University of [End Page 156] California. The selection of these institutions is intended to give readers a varied set of institutional cultures, leadership styles, and events that shaped the future of higher education. However, it is noteworthy to acknowledge the professional ties that Bowen holds with Princeton University. The cases are incorporated throughout the remaining four chapters with the full cases provided at the end of the book. Bowen and Tobin ask that readers “resist any temptation they may have to ‘skip to the end,’” encouraging readers to engage in exploration of the studies, citing their importance in framing...

Higher Education in Pakistan - Problems and Prospects in Post 18th Amendment

This paper includes a study conducted to analyse the current state of supply and demand for higher education in rail logistics. More specifically the study presented consists of two surveys, as follows. The first survey, Supply Survey, explores existing transport and logistics-related courses and educational programmes offered in higher education institutions. The second survey, Demand Survey, examines demands for rail logistics higher education and aims to understand the current needs for higher education in the sector. This paper shows that a spectrum of rail, freight transport and logistics related courses and programmes exist, however there is a strong need for a more specific training and education offering operations management skills needed to improve the company performance, efficiency and quality of service provided.

Big data has become an important tool to promote the transformation of higher education governance. In internal mechanism, the governance of higher education empowered by big data can continuously optimize the governance structure of higher education, enrich the governance subjects of higher education, expand the boundaries of higher education governance and update the governance rules of higher education. In terms of value logic, the governance of higher education with big data empowerment is mainly reflected in shaping data thinking, reconstructing value cognition, surpassing technical rationality and realizing characteristic development. At present, the governance of big data empowerment higher education mainly has practical difficulties, such as lack of institutional guarantee for data application, weak research ability of data technology, information risk in data based governance and technological governance ignoring the needs of the subject. In the future, the governance of big data empowerment higher education needs to further standardize data governance and improve the modern university system with Chinese characteristics. Mining data value to stimulate the internal power of higher education governance; Based on the whole data, realize the collaborative governance of higher education; In-depth interpretation of data, highlighting the people-oriented value orientation.

The topic of governance is much discussed in the higher education literature. Corruption is less discussed, and mostly in general and cautionary terms. Yet there are important relations between the two. The current article critically examines the literature on governance in higher education and underlines the relationship to forms of corruption in the field. While much literature on corruption in education outlines regulatory practices, or Codes of Practice to limit its reach, the current analysis both reviews types of corruption in higher education, and illustrates them with actual examples from several systems of higher education in East and South East Asia. While corrupt practices in higher education are by no means unique to the region, (indeed examples can be found worldwide, in virtually every system), most rank poorly on conventional measures of transparency. The article advances our understanding of the complex and dynamic relationship between corruption and governance in higher education, in what is arguably the most dynamic world region.

PurposeThis study analyzed Chinese higher education (HE) governance policies during the first four months of the 2020 COVID-19 pandemic, providing insight into HE management, policymaking and governance. This study also illuminates Chinese student experiences and real-time policy impact, providing insight into the effectiveness of HE crisis management.Design/methodology/approachUsing frameworks of real-time policy evaluation, this paper analyzed theoretical and realized policy impacts through the theoretical framing of temporality. Using real-time evaluation methods, this paper first identified HE policy priorities and then used a mixed-methods approach of “policy as discourse” analysis and a quantitative survey from Chinese HE students to assess the theoretical and realized impact of policies.FindingsAn analysis of HE policies identified three priorities: pastoral care, graduate employment and ideological education. Discourse analysis revealed each priority of HE policies was intrinsically linked to mitigating societal, economic and political consequences of the epidemic. Survey data revealed the perceived effectiveness of policies mirrored China's top-down government structure. Additionally, students expressed strong support in the central government's crisis management, despite relatively little realized policy impact.Originality/valueThis paper presents a timely review of HE governance during a global pandemic by offering a snapshot of HE crisis management and contributing to the literature surrounding China's ongoing HE centralization. This paper also provides unique insight into HE's role in state development, variations between prescriptive and realized policy impact and the “crisis as opportunity” paradox in a contemporary setting.

The global labor market in general and the Israeli market in particular have been experiencing considerable changes in recent decades, affecting the supply of jobs in various occupations. The study has four goals: First, to establish the interaction between trends concerning changes in the labor supply and trends concerning the demand for higher education. Second, to determine the direction of this interaction. Third, to examine the public policy implemented in Israel wich capable of affecting one or both of these trends and Finally, to offer decision makers recommendations with regard to necessary changes in the nature of policy concerning regulation of the system of higher education and its adaptation to the demands of the dynamic labor market. There seems to be an association between changes in the supply of jobs in the labor market and shifts in the demand for higher education. Examination of two case studies in the Israeli economy shows a bidirectional interaction between the labor market and the system of higher education. In one case, the growing supply of jobs in the field of computers and engineering was found to result in an increasing demand for academic education in this discipline. In the second case, the growing demand for academic education in law resulted in a flooded labor market in this industry with bad effects for the industry. The public policy formed in Israel to regulate the labor market and the system of higher education is aimed at the short term and makes do with examining actual circumstances retrospectively and attempting to improve them by directing students to various disciplines in order to meet the needs of the labor market or correct its failures. It does not, however, examine future trends and try to identify prospective needs and faults that can be predicted in the present.

In the years ahead, the academic profession can be expected to change dramatically. Five forces are propelling the change: 1) the changing attitudes and demands of higher education's patrons; 2) the changing characteristics of college students; 3) the changing conditions of employment in higher education; 4) the rise of new technologies; and 5) the growth of private-sector competitors. Most of the impetus for change is coming from sources outside the academy, over which higher education has little control. THE CHANGING ATTITUDES AND DEMANDS OF HIGHER education's PATRONS During the late 1980s and 1990s, government support for higher education decreased, both financially and politically. Two ration ales have generally been offered to explain the reductions. The first is that these are hard times for the government, so it has less money to give away. The assumption is that when the government is flusher, higher education will receive additional support. The sec ond explanation is that government priorities have changed. Higher education has given way in importance to prisons, health care, and highways. Even in the area of education, preference is now given to schools over colleges and children over adults. The assumption is that the change is temporary, and higher education's priority will rise again in the future?what goes around comes around.

The mammoth system of higher education in India, which is almost wholly government supported, is in deep financial strain, with increasing needs, escalating costs and shrinking budgetary resources. Of late, it is thought necessary to devise means to self-finance these institutions of higher learning. However, the mal-adjustment of higher education with the development of the economy lies in the root of the crisis. In 1998 there were 7.2 thousand colleges imparting graduate and post-graduate education in humanities, social sciences and academic natural sciences to 5.7 million students. On the other hand, 600 engineering/technology colleges, nearly 100 agriculture and forestry colleges and about 450 medical colleges, totaling 1150 in number, imparted degree level professional or technical education to about 0.21 million students. The distribution of students in 'general' vs. 'professional' education is 96:4. The revealed preference of students for general education is so much that we find that only 1.86 lakh (1 million=10 lakh) students have gone in for diploma in engineering and only 26 thousand students have opted for paramedical education. Students passing out from secondary schools seldom think of joining institutions of technical training. The ailment of the higher education system in India is not a matter of financial constraint and therefore, its remedy is not a program for self-financing. It is erroneous to think that as long as the institutions of higher learning are financed by the government, they educate students at the lower private cost - that no sooner will the government stop financing them than they will tap their fuel from the market - that the demand for higher education is potent and large, and so on. On the contrary, the demand for higher education is large as long as its price is abysmally low. Higher education - what it means today - is unproductive, nothing other than a conspicuous consumption. The ailment of higher education lies in its being misdirected, ill structured, wrongly prioritized and pitiably obese and corpulent. Establishment of colleges and universities for appeasement of the populist sentiments must give way to productivity-based education. Myrdal predicted the imminent crisis long back. There is need to restructure higher education in India - making it much less 'academic' and much more professional/technical.