Changes In Higher Education System Research Articles

Researching inequality in higher education: tracing changing conceptions and approaches over fifty years

Fifty years ago, higher education globally had started to change radically in terms of the proportion of young people enrolled in the system as well as society’s expectations for what this would deliver. From the outset, Higher Education has featured research interrogating various aspects of inequality in higher education, including institutions and staff as well as students. This article offers an overview of that work. Our analysis is structured around three levels at which major questions on this topic have been framed and investigated. The macro level focuses on national systems and looks at widening participation, especially the increase in access to higher education for young people. The meso level mostly focuses on institutions and their engagement with organisational inequality. The micro level focuses on the lived experiences of academics, in this case focusing on gender and race. We adopted a thematic and purposive approach to article choice, ultimately selecting key papers for further illustrative analysis. In our analysis, we tracked changes in areas of empirical or other emphasis, the use of a variety of theoretical and epistemological frameworks and methods, policy recommendations, and the geographical locations of authors and their content. We noted a growing emphasis on intersectionality and a widening range of countries but also more critical analyses and suggestions for more radical changes in higher education systems.

Canadian Studies in the Czech Republic and Central Europe

This article surveys the development of Canadian Studies in Czechoslovakia/the Czech Republic from 1985 (the year the first such course was offered at a Czech university) down to the present. It also deals with the wider context of the development of Canadian Studies in Central Europe under the aegis of the Central European Association for Canadian Studies, established in 2003 with its Secretariat located at Masaryk University, Brno. In both the Czech Republic and the wider region, the late 1990s saw a steady growth in Canadian Studies, fostered by financial support from the Canadian government and outreach activities by Western European Canadian Studies associations. The first decade of the twenty-first century saw an explosion of activities - many new courses and degree programmes, conferences and specialized seminars, international projects, publications, the launching of the Central European Journal for Canadian Studies. The century’s second decade, however, has witnessed retrenchment, the result of systemic changes in higher education systems and the Canadian government’s cancellation of all support for Canadian Studies activities in 2012. Nevertheless, in both the Czech Republic and Central Europe, Canadian Studies continues to enjoy a significant and respected presence in the higher education sphere.

Değişen Yükseköğretim Sistemini Sosyokültürel ve Mekânsal Bağlamlarda Yeniden Düşünmek

Egitim-ogretim ve arastirma-gelistirme; toplumlarin ilerlemesinde ve gelismesinde vazgecilmez bir unsurdur. Universiteler bu islevleri en ust duzeyde karsilayan kurumlar olmakla birlikte, degisen sosyokulturel yapi ve ortaya cikan yeni ihtiyaclar yuksekogretim sisteminde onemli islev degisikliklerine neden olmustur. Islev degisikliklerinin yani sira onceleri sadece egitim verilen mekânlar olan universiteler, bugun sahip olduklari sosyal, kulturel ve sportif yapilari ile ayni zamanda birer sosyallesme mekâni haline de gelmislerdir. Kuresellesme ile birlikte degisiklige ugrayan yerel dinamikler universitelerin global, bolgesel ve yerel olcekteki rollerini yeniden tanimlamis ve universitelerin topluma saglamis oldugu katma degeri on plana cikarmaya baslamistir. Universitelerdeki bu islevsel ve yapisal degisiklikleri sosyokulturel yapidaki degisim tetiklemektedir. Bu nedenle degisen bir yuksekogretim sisteminde sosyokulturel etmenlerin ve bu etmenlerin oneminin goz ardi edilmemesi gerekir. Bu calismada, sosyokulturel etmenlerin dunya yuksekogretim sistemini mekânsal yapilari ile birlikte tarihi sureci icinde ne sekilde etkiledigi ortaya konulacak ve mevcut degisime bakilarak gelecegin universiteleri uzerine bazi degerlendirmelerde bulunulacaktir. Bu amacla calismada ilk bolumde toplumlarin ve universitelerin gecirdigi degisim tarihi sureci icinde analiz edilecek, ikinci bolumde universitelerin mekânsal yapi ve bicimleri uzerinde durulacak, ucuncu bolumde sosyokulturel etmenlerin belirleyiciligine vurgu yapilacak ve son olarak dorduncu bolumde mevcut durum ve eldeki veriler isiginda gelecegin universitelerine iliskin bazi degerlendirmelerde bulunulacaktir.

Multilateral forestry research and tertiary forestry education for development: reflections on progress since the 1970s

The contemporary institutional landscapes for multilateral forestry research and tertiary forestry education for development were shaped largely in the last three decades of the 20 th century. Some limitations of largely post-colonial arrangements in the 1970s for forestry research for development were addressed by the establishment of CIFOR and incorporation of ICRAF into the CGIAR system in the early 1990s, following international processes in which FAO, IUFRO and the World Bank played central roles. Contemporaneously, tertiary forestry education evolved and internationalised in conjunction with that sector more generally. Institutional arrangements for multilateral forestry research are now undergoing another phase of change, as key actors seek more impact without more investment. Traditional models of tertiary forestry education for development are similarly challenged by ongoing changes in higher education systems. Both forestry research and education need now to address the profound challenges and potential opportunities associated with major forces such as ongoing forest loss and degradation, climate change, economic globalisation, and social and demographic change. In parallel, the value of evidence-based policy and practice, and of multilateralism, are being challenged by resurgent political populism and nationalism. Together, these contexts suggest that those engaged in forestry research and education for development will need to be politically and institutionally astute, and proactive and strategic, in catalysing and pursuing opportunities; and that various collaborative models, both nationally and internationally, will remain important vehicles for sharing resources, commanding the attention of decision-makers, and realising development impacts.

Mediating role of Emotional Intelligence between Transformational Leadership, Employees Task Performance and OCB

The changes in higher education system has created new demands for professional who performs leadership roles and the need for knowledge has also been increased how to deals with the transformed institutions. The current study tries to link the relationship between Transformational Leadership and employees job performance attitudes (Task performance and OCB) with mediating role of emotional intelligence. In this regard data was collected from private and public sector universities in Khyber Paktoonkhwa. Data was analyzed through CFA via AMOS and media tion analysis was performed through Preacher and Hayes statistical procedure. Results reveal that Transformationalleadership has significant association with employee’s task performance and OC Behavior. At the same time emotional intelligence acts as a stronger mediating role in enhancing the relationship between Transformational Leadership and task performance.

Higher education professionals in the age of NPM and digital knowledge: distinction strategies for forming new occupational capital

ABSTRACT The present study examines how changes in higher education systems — caused mostly by neoliberal ideologies and the knowledge revolution — affect non-faculty professionals such as academic librarians, and how they cope with these changes. Specifically, relying on Bourdieu’s theory of distinction, we show how Israeli academic librarians adopt three types of distinctions — cultural, aesthetic, and professional — and construct occupational capital that bestows on them power and renewed legitimacy in the face of threats to their professional identity and to their role in academic studies. The study in based on interviews with librarians working in the leading universities in Israel, and it examines the librarians’ experiences and attempts to adjust their professional identities to the emergence of neoliberal ‘new public management’ (NPM) culture within academia.

The Rationalization of Korean Universities

The expansion of the higher education system and the rationalization of universities in South Korea, while broadly following the global patterns, reflect the characteristics of the national political system. We show the rapid growth of universities and document core organizational changes among universities: the elaboration of faculty performance evaluation rules, the expansion and differentiation of central administrations, and the emergence of engagement in vision statements. These changes, constructing universities as organizational actors, parallel the changes in higher education systems elsewhere. However, the uniqueness of the Korean experience lies with the role of the state as a catalyst guiding the overall direction and the structure and strategy of universities. We discuss the implications of our research for the rationalization of universities in a highly centralized system.

Global Challenges of Higher Education and Future Priorities of Civil Society for Inclusive and Equitable Society in Nepal and India

This paper presents global scenario of higher education and tries to show the challenges faced and reformation to be made in higher education in Nepal, in the future as well as see both Nepalese and Indian societies in a similar way without discrimination. Problem Statement: The problem of this study is, What challenges has higher education system faced and what reformation is needed for inclusive and equitable societies between Nepal and India? Purpose: The purpose of this research paper is to make close links between Nepal and India through higher education by making inclusive and equitable societies with the roles of civil society. Methodology: The methodology of this study is document analysis and interview with some professors. Design: This is a qualitative study and no numerical data are used here. Implications: This research paper has got in – depth implications for the people of Nepal and India which shows that these two countries have got similar cultures, societies, religions and common ways of dealing to each other as well as open access to higher education for the people of both countries in either sides. Value: This paper has got great value to make close relation among the group of people living in Nepal and India and avoid discriminations among them. Nepal is a country situated in the lap of Himalayas in Asia which lies between the two large countries; India and China. Nepal and India are very close neighbours having same cultural, social and religious base. There is open border between these two countries. So, system of one affects another. The higher education system in Nepal is also same; of two types; fully funded by government and private sector. Among seven universities in Nepal, only two of them are fully funded by government- Tribhuvan University and Mahendra Sanskrit University. Tribhuvan University is the first university in Nepal and has been the root of higher education in Nepal since 1959. The main exchange of higher education in Nepal is related to Indian systems. But nowAll of the universities and their colleges are facing the impact of globalization. There are changes in higher education system at present which have caused global challenges across countries. Due to global challenges, there are problems in building inclusive and equitable society, which is under the need between Nepal and India. Globalization has made this world as a narrow place and there is mobility of students, teachers and academic group for different purposes all round the world without restriction for quality education. Due to globalization, there is flow of people, goods, ideas and knowledge all round the world. There are challenges in higher education system of Nepal and India in terms of demographic change, socio-economic role, equity, access, convergence of higher education, divergence for inclusion, study subjects, quality and relevancy, technology, brain drain, funding, politics and technology. These are global issues in higher education today which need to be addressed by educational policy makers to build inclusive and equitable society. This paper shows some relations between higher education and society to be equitable and inclusive among the people between India and Nepal.

Questioning Administration Processes and Autonomy of Higher Education System in Turkey

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Responsiveness of Higher Education to Changing Job Market Demand in Bangladesh

Bangladesh economy has been transforming towards a market-based economy from a state-dominated centrally planned economy since the early 1980s, the pace of transformation has been slow though. The aim of this article is to see how the higher education system responds to the changes in the structure of the economy. The article argues that the higher education system in general in a transitional economy is responsive to the changes in the structure of the economy. The article, however, also argues that the changes in higher education system, especially in curriculum, would not follow a linear unidirectional trajectory. This article is built on a small-scope empirical study on three selected social science disciplines of Dhaka University to see whether and how they responded to the demand of the growing labour market in terms of changes they introduced in curriculum in the last 20 years. Having analyzed skill and knowledge demand by the banking and telecommunication sectors—the two major sources of private sector employment for educated workforce in recent years—the article makes an effort to track what kind of changes the three selected disciplines under the Faculty of Social Science of Dhaka University have made in their respective curriculum in response to the demand of the major private sector employers. The article finds that Public Administration and Economics Departments of the Dhaka University show high and low responsiveness to business sector demand, respectively. While Sociology Department did not respond to business sector demand, rather it has responded to NGO sector demand. Among these three departments, Public Administration is found to have a low degree of compatibility to business sector needs. The article concludes that the Faculty of Social Science of Dhaka University has been slow and hesitant to respond to emerging needs of the dominant business sector employers; it is mainly because of the negative attitude towards private sector in the academia and lack of proper direction of private sector development.

Differentiation and diversification in higher education: The case of private faith-based higher education in Manitoba

The central proposition of this article is that Manitoba’s faith-based higher education institutions have become more accepted by, and more closely integrated into, the mainstream post-secondary system in the province. Drawing on theoretical work explaining change in higher education systems, the article examines legislative and policy actions by government, public universities, and the faith-based institutions themselves that have increased the legitimacy of the private, faith-based institutions.

Teaching in Automatic Control and Robotics Discipline in Terms of Changes in Higher Education System: Experiences and Suggestions

This paper is an attempt to outline certain phenomena conditioning tertiary education: mental changes of the youth, legal changes in higher education and changes in demands and profile of the industry. In the paper the experiences of making changes in the studies program of Automatic Control and Robotics discipline at Faculty of Mechanical Engineering of Technical University of Lodz were presented. Particular emphasis has been placed on demonstrating how to use the laboratory background in order to meet the needs of the industry. A proposal showing a better method of implementing the studies program in the new reality has been presented. The authors have also presented their own reflections on the advantages and disadvantages coming from the new system.

Applying the Varieties of Capitalism Approach to Higher Education: comparing the internationalisation of German and British universities

In recent years, the global market for higher education has expanded rapidly, while internationalisation strategies have been developed at university, national and European levels to increase the competitiveness of higher education institutions. This article asks how institutional settings prevailing in national models of capitalism motivate distinct national approaches with regard to the internationalisation, globalisation, and Europeanisation of higher education systems. While the university is defined as an organisational actor embedded in the higher education system, the higher education system itself represents an institutional subsystem within the national model of capitalism. An analytical framework is then developed on the basis of the Varieties of Capitalism approach to compare the internationalisation of German and British universities. Findings indicate that the relations between the various actors involved in the internationalisation of universities are based largely on market coordination in the British case. In contrast, this process in Germany relies more on strategic interactions between the various organisational actors in higher education. The development paths in the internationalisation of universities are found to be influenced by and reflect the specific mode of coordination in the respective higher education system and the national model of capitalism more generally. This comparative case study shows that recent conceptions of path dependence as well as conceptual tools developed in the Varieties of Capitalism literature, such as institutional complementarity and comparative institutional advantage, may be fruitfully applied to research on institutional change in higher education systems.

Bologna and Beyond: A Comparative Study Focused on UK and Spanish Accounting Education

The Bologna Process is fostering a change in higher education systems in order to attain the objectives of educational convergence, comparability and mobility of students and academics. As a consequence, the structure of degrees, syllabuses, pedagogy and evaluation and assessment systems (for students, teaching staff and programmes) must be revised. The present paper presents a comparative analysis from an accounting education perspective of the educational context in the United Kingdom (UK) and Spain identifying differences in their institutional characteristics, culture, etc. This paper evidences that a comparative analysis of the conditioning factors of the change will be necessary to facilitate any implementation.

Institutional Change in the Spanish Higher Education System

The article describes institutional change in the Spanish higher education system over the past two decades. It singles out four variables in explaining this change: (i) demography, (ii) economic environment (the so‐called knowledge society), (iii) the role and interests of academics and politicians, and (iv) the supranational stimulus to converge (Bologna Process).Although after Franquism each of these factors had notable consequences on tertiary education, at least initially it seems that supply‐side factors were very important in sustaining institutional change in Spanish universities. Above all, politicians and regional governments boosted democratisation by opening new universities (which since 1980s have increased in number from 32 to 70), by lowering entrance requirements, and by keeping fees low. At the end of the 1990s, European declarations (Sorbonne, Bologna) increased the significance of Europe, with a twofold effect: they induced governments to introduce change in higher education systems (convergence), but they also highlighted the difficulty of combining the role of the state (as signatory to international declarations) and peripheral institutions (Comunidades autónomas and autonomous universities).

The Introduction of Two-Tiered Study Structures in the Context of the Bologna Process: A Theoretical Framework for an International Comparative Study of Change in Higher Education Systems

This article presents a theoretical framework for an encompassing international comparative study of a central aspect of the Bologna process; the introduction of two-tiered study structures (TTSS), often referred to as ‘Bachelor and Master’. The framework is tailored to understand and explain the patterns of TTSS that currently emerge in various national higher education (HE) systems in Europe. It considers both the different inherited institutional contexts and the interaction of organisational actors in HE policy, combining North's theory of institutional change and the actor-centred institutionalism of Mayntz and Scharpf to a framework for analysing change in HE systems. The framework allows to study the similarities and differences between the emerging patterns of TTSS and to investigate if the current changes of study structures contribute to the convergence of European HE systems. Besides developing the framework, proposals for its application and further refinement are put forward and its relationship with implementation analysis is discussed.

Structural changes in higher education systems in Western Europe

This article gives an overview and analysis of structural changes of higher education systems in Western Europe, and how the various countries have changed their systems over the last four decades. Emphasis is placed on the development of a non‐university higher education sector in most countries. The question to be discussed is the extent to which the various countries converge to a common structural model for the organization of higher education – either a binary system which is the most common model today, or a unified but hierarchical system as in the United Kingdom.