In Defence of Education That Embodies Decolonisation

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.

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

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.

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...

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.

Forms of institutional governance critically shape the culture, creativity and academic outcomes of higher education. The book provides a new, updated and research based account of the changing face of the governance of British higher education. Historically, British universities were deemed amongst the most, if not the most, autonomous in Europe, with governance rooted in their collegial disciplinary structures. This assessment must now be decisively revised, although the belief systems deriving from it remain buried deep in university culture. Drawing on the authors' investigation of the governance of higher education in the four UK nations, including extensive on-site interviews, and discussions with government policy-makers, the book shows how global, national and system level pressures have changed the face both of the external governance of higher education institutions and how universities govern themselves. Government priorities, new funding methodologies and marketisation have all played a part in this process. Since the mid-1980s, there have been drastic changes in the external environment, reinforced by the increasing diversity within the higher education system as a whole and between the national sub-systems. In addition a new private sector of higher education has been created. New forms of institutional governance are emerging which may have profound effects on research and teaching and on academic creativity and innovation. The study discusses the effects of a state regulated system compared with the more heterarchical system which preceded it. It offers a comparison of the effects of devolved governance to Wales, Scotland and Northern Ireland on the respective higher education systems and their impact on institutional governance. The study concludes that England is becoming increasingly an outlier, and discusses the long term implications for the coherence of a British higher education system.

In the recent four or five years, there have been abrupt and radical changes in the governance of Hungarian higher education. It can then be interesting to assess the state of “homo academicus“ as it looks currently in Hungary. The notion of “homo academicus“ is obvious: it concerns participants in the system of a country’s higher education. The paper as follows still comes back to the definition of “homo academicus“ by referring first to it as occupation, or rather as a profession that can be interpreted in terms of sociology. Secondly, some historic patterns can also be mobilised, based on the assumption that university is a very European institutions that is even rooted in the tradition of the Middle Ages. The elbow-room of seeking for identity and the role to be filled by academics are limited by the effective system of the governance of higher education. It is a key to the chances of academics of meeting the historically corroborated professional standards that they exercise academic freedom. As it cannot be done individually, but in cooperation (through a collegial system), academic freedom is always combined with collective action. The field where this freedom can be exercised can be specified through university autonomy, the lack of which makes a serious barrier to the full development of a character of “homo academicus“. This is now the case in Hungary, the paper suggests. The paper seeks to gain deeper understanding of the character of academics, their vocation and professional roles, and the governance of higher education, serving as the environment for academic activity, by creating a conceptual framework. The paper is established on the results of sociological research and the experience of legal management, although it remains to be of theoretical nature. It criticises the current Hungarian situation of the governance of higher education, arguing for the reconstruction of university autonomy and financial stability. It also emphasises the importance of predictable regulations.

30 TEACHING IN THE FIELD OF HIGHER EDUCATION: POLITICS OF HIGHER EDUCATION COURSES David D. Dill Assistant Professor of Education University of North Carolina— Chapel Hill There has been a rich tradition in the literature of higher education addressing academic politics. F. M. Cornford's (1949) memorable exhortation Microcosmographia Académica: Being a Guide for the Young Academic Politician, and C. P. Snow's (1951) The Masters provided early insight into the vagaries of influence at Oxbridge. During the 1960's and 70's a substantial American literature emerged addressing academic governance, or the structure and pro­ cess of decision making in institutions of higher education. Courses and wri­ tings examining the organizational politics of academic institutions are rea­ dily visible in programs of higher education. A more recent development has been courses termed "the politics of higher education" which apply a political model to higher education policy­ making at the national or state level, and explore the implications of this process for institutions of higher education. These courses generally in­ quire into a range of topics well summarized by four questions posed by Graham Allison (1971): "Who plays? What determines each player's stand? What determines each player's relative influence? How does the game combine players' stands, influence, and moves to yield governmental decisions and ac­ tions?" As indicated by the course materials collected for this article, a poli­ tical perspective such as Allison's yields the following types of topics: 1) the evolution of federal involvement in higher education; 2) the "players" and the "game" at the federal level; 3) the implications of the game for the current and evolving missions of institutions of higher education; and 4) current public policy issues relating to higher education (e .g . , affirma­ tive action, etc.). Several courses included special emphasis on state-level politics (i.e . , legislation, planning, and control), or included organiza­ tional governance as a part of the overall presentation of politics in higher education. Representative resources for these courses include Bailey (1975), Carnegie Council (1975), Gladieux and Wolanin (1976), and Millett (1974). There is substantial variation among these courses in the organization of these resources and topics, and on modes of teaching. Therefore, individual courses will be reviewed briefly below. Van de Graaff (Calgary) approaches the politics of higher education as a comparative study with emphasis on North American and Western European na­ tions. Topics include alternative policies toward the role (mission) of higher education in society, the role of government and politics in the his­ torical development of national university systems, and a comparison of these systems. A substantial component of the course addresses the "government of higher education" from the academic department to the national level, as well as the way in which the influence of groups has varied from level to level and evolved over time. Van de Graaff (1978) is the principal resource for this section. Caldwell (N. C. State) offers a seminar on "The Politics and Organiza­ tion of Higher Education" which includes a heavy early emphasis on writings in political science. These include an understanding of the Constitution of the United States as well as basic political concepts sufficient to define the American polity, the nature of political behavior in America, the organi­ zation of political force and pressure groups— cf. Key (1964), and basic ide­ ological forces in American society. Following this introduction, an over­ view of the university, land grant institutions, and the American academic system is provided. Particular emphasis is then placed on state government and higher education, the politics of coordination, planning, and control, and the Federal involvement in higher education. Several policy issues are then addressed: costs/benefits and who should pay, black colleges, and the 31 women's movement. Members of the seminar are regularly assigned to report on a relevant current news item from The Chronicle of Higher Education. Mitau (Minnesota) offers "the Policy, Politics and Governance of Higher Education." The course opens with a presentation of the alternations in pub­ lic and governmental perceptions of educational roles and missions as illus­ trated by comparisons across selected periods (e .g ■ , 1955, 1965, 1975, 1985), followed by an analysis of the means by which the...

Epistemic governance and epistemic innovation policy formulate a critique against too-narrowly defined approaches to governance, where governance follows one-sidedly bureaucratic or technocratic considerations. Instead, epistemic governance (also quality management and quality enhancement) and epistemic innovation policy should be regarded as a plea for a more comprehensive understanding, where the explicit-making, comprehension and reflection of knowledge, knowledge production, and knowledge application are keys for a successful governing and governance. For the further progress of advanced knowledge society, advanced knowledge economy, and advanced knowledge democracy, universities and the higher education sectors are crucial for driving development. How should the governance of higher education, the quality enhancement of universities, and the careers of academic faculty (the academic profession) be organized? Epistemic governance introduces here a novel approach and understanding. Epistemic governance emphasizes that the underlying epistemic structure, the underlying epistemic base, or the underlying epistemic paradigms (knowledge paradigms) of those organizations, institutions, or systems (sectors), which should be governed, are being addressed. This defines a benchmark and set of criteria for internal and external governance in higher education that is interested in applying a good, effective, and sustainable governance. Quality assurance, quality enhancement, and quality management of higher education, from the perspective of epistemic governance, should also orient themselves to quality and quality dimensions that cross-refer to the underlying epistemic structure of higher education. In a traditional understanding, the academic career patterns of the academic core faculty at universities follow a tenure-track logic. Cross-employment (multi-employment), on the contrary, refers to academic faculty (the academic profession) with simultaneous employment contracts to more than one organization only within or both inside and outside of higher education. Epistemic governance, in combination with crossemployment, should add to the organizational flexibility and creativity of universities and other higher education institutions, supporting the integration of a pluralism and diversity of knowledge production (basic research in the context of knowledge application and innovation), the formation of nonlinear innovation networks, and providing a rationale for a new type of academic career model.

Austin, Ian & Jones, Glen A. (2016). Governance of Higher Education. New York, NY: Routledge. Pages: 204. Price: $47.95 USD (paper)Geared towards an audience of graduate students, practitioners and higher education scholars, this concise text makes an important contribution to the study of the governance of public universities. Austin and Jones argue that have evolved to become one of the most complex organizational forms that the human species has ever created (p.1). Although examination of corporate governance has been underway for some time, the authors claim that the governance of public universities has been under-theorized. This book aims to remedy that oversight, and challenges readers to extend scholarship beyond known inquiry.In the opening chapter, the authors examine and discuss the difficulty of reaching consensus within the academy in terms of the definition of governance of higher education, which, by virtue of the distinct missions of universities, makes examination of the structures, processes and practice of governance more complex. Through inquiry and inspection of the literature, six models of university governance are catalogued and offered: the Continental Model; the Oxbridge Model; the Scottish Model; the Civic Model; the Higher Education Corporation Model; and the US Model. Within each of these models, patterns of professional self regulation, internal participation, and relationships external to the universities, such as states and markets, are factors for consideration.In chapter two, Austin and Jones (2016) call for higher education scholars to incorporate more theoretical frameworks in their research to advance the discipline beyond the descriptive and normative. For this reason alone the book is worth the read! Through an examination of the literature, the authors synthesize a wide body of knowledge, offering a selection of theories relevant to the examination of governance of universities. Paradigms drawn from organizational behaviour, economics, psychology, sociology and political science are highlighted, together with institutional, agency, stewardship, and stakeholder theories. The offering of the external frameworks should not be mistaken as the authors' call for a renewed search for grand theory or cessation of internal or case-specific inquiry; in fact, the frameworks offered in chapter three also make a case for theoretical depth of inquiry in meso-level or organization specific research. Six theoretical lenses with the potential to advance meso-level or organizational specific knowledge of universities are presented, including an outline of the widely used structural theory. Scholars are chal- lenged to consider adopting underused frameworks such as cultural theory, cybernetics, human relations, open systems or social cognition theories for research, particularly in studies that include the human dimension.Readers will note that the book is geared towards governance of higher education in public universities. Examination of the public, therefore, requires consideration, particularly with respect to complex state and society relationships. In this regard, the authors suggest that readers consider public policy goals, bureaucratic controls and principalagent relationships. Opening with a discussion of relationships between universities and states/markets/industry, chapter four examines lines of authority and coordination. The enduring relevance of Burton Clark's (1983) triangle of coordination is referenced and noted, but the authors argue that innovation, technological advancement and knowledge transfer have shifted the contextual reference points in contemporary society. To further analysis, Triple Helix Models of university-industry-government relations are reviewed and presented for the reader's consideration.Drawing on the literature, the authors comment on challenges to nation states arising primarily from the forces of globalization with attendant neoliberal ideas. …

The COVID-19 epidemic has affected higher education worldwide, more so in developing societies. While several studies have looked at the impact of this pandemic on higher education, evidence on the changing policies and practices of managing higher education in a global crisis is still sparse. We present an analysis of how the higher education sector was managed at the system (national/state) institutional and individual levels during the pandemic in India. Drawing on the notion of federalism, we examine the process of decision-making and policy implementation during the crisis and its long-term implications on the governance of higher education. We use student and teacher survey data and critical review of documents by the government and regulatory bodies of higher education, at national and state levels, in our analysis. We find that students have faced the issues like a lack of peer group interactions, unavailability of study materials and lack of regular interaction with teachers that often helps them in performing better while in colleges and universities. Teachers, particularly from private higher education institutions, suffered immense economic distress due to undue delay in receipt of salaries, salary cuts or retrenchment. More importantly, responses to the pandemic-led challenges for higher education by regulatory and coordinating bodies are seldom based on assessing the challenges students and teachers face. It is argued that federalism in education has been substantially weakened as the pandemic response followed a centralised and unilateral approach of decision-making. The article concludes with the short-term and long-term implications of the pandemic-led crisis on the higher education sector in India, adds to the growing literature on the issue.

Cambodia and Malaysia are two Southeast Asian countries at dissimilar levels of socio-economic development. Their higher education systems are also on different developmental paths with varying motivations driving their respective development and progress, but the governance of higher education across these two systems has one striking similarity. Both systems see neoliberal principles and ideologies as a means to guide the development and governance of higher education, while the States, to varying degrees, still exert significant control and ‘guidance’ over the development and institutional governance. This similarity, albeit at varying degrees, can be seen through examining the issues and challenges concerning the governance of higher education in both countries such as reforms in autonomy and accountability as well as the state-university relationship. Beyond recognising this similarity, we argue the need for considering alternative paths of development for higher education in these countries, particularly alternatives that are more suitable and appropriate for the local needs and contexts in each of the two countries.

The overall goal of the study was to provide a four-tier model of feasibility and effective deployment of good governance in higher education. The research method of the present study is meta-synthesis and revision of the subject. The findings of relevent qualitative and quantitative research were combined and the present model was designed. A total of 298 articles in the field of good governance in education were evaluated, and at the end, 60 studies were selected and by analyzing their content, the relevant dimensions and codes were extracted and the importance and priority of each was determined using Shannon entropy. The findings showed that the codes for continuous financial reporting, managing the process of change in education and research based on environmental changes, flexibility in law enforcement, the legitimacy of authority, mastery of curriculum, teaching experience, having skilled staff, removing barriers Access to education, efforts to create the right environment for raising public awareness, and coordination among stakeholders among the three dimensions of good governance are most important. The four-step model presented in the present study enables the transition from the current situation to the optimal one for establishing good governance effectively.

There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross‐sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.

This study focuses on ICT governance in higher education in a developing country. The research employs an interpretive single case study to describe and understand ICT governance at a computer college in Libya. Our results reveal formal ICT governance leverages its general management structure and processes to make ICT decisions and fulfill the needs of college stakeholders. In addition, the structure supporting ICT decision-making at Beta College qualifies as “decentralized,” while the ICT archetype of “Federal” best describes its ICT governance arrangements. Surprisingly, our study reveals the hybridization of the role of the Dean through the integration of “entrepreneurial activities” amid his efforts to fulfill the ICT needs of the college in the context of severe budget constraints.