Mission Of Higher Education Institutions Research Articles

Higher Education and Public Good

Policy debate about whether to maintain public subsidies for higher education has stimulated reconsideration of the public mission of higher education institutions, especially those that provide student places conferring private benefits. If the work of higher education institutions is defined simply as the aggregation of private interests, this evaporates the rationale for higher education institutions as distinctive social foundations with multiple public and private roles. The private benefits could be produced elsewhere. If that is all there is to higher education institutions, they could follow the Tudor monasteries into oblivion. But what is ‘public’ in higher education institutions? What could be ‘public’? What should be ‘public’? The paper reviews the main notions of ‘public’ (public goods in economics, public understood as collective good and Habermas' public sphere) noting the contested and politicised environment in which notions of ‘public’ must find purchase. A turn to global public goods offers the most promising strategy for re-grounding the ‘public’ character of higher education.

KAJIAN YURIDIS TENTANG KEBERADAAN PERGURUAN TINGGI NEGERI BADAN HUKUM MILIK NEGARA DALAM UNDANG-UNDANG SISTEM PENDIDIKAN NASIONAL

This research aims to analyze and expose how the position of the College of law in Agency-owned Country laws and regulations in these rights are examined from the legislation of the national education system. It also seeks to analyze and expose the juridical effects of the verdict of the Constitutional Court No. 11-14-21-126-136/PUU-VII/2009 against Universities State-owned legal entity. Establishment of universities in the form of a State-owned legal entity is as an attempt to provide unhampered to College for more independent in managing the activities of the Organization of the education in the institution. Lightness of being given to the College would not escape from the framework of the national education system. In order to realize the independence of such an ACT, namely Act No. BHP 9 2003. In the Act that the units are arranged in the shape of Education Education legal entity. The application of the concept of legal entities give rise to various kinds of Education turns pro cons. The concept of a legal entity described as if the Government let go of responsibility in the field of education. The concept of legal entities concerned about making education unit became a non-profit institution. In the end the Constitutional Court decided BHP LAW has no legal binding force. The position of the BHMN if examined through the Sisdiknas Article 53 is a body of legal education. Because it is considered as one legal entity, then the PTN BHMN as supporters of rights and obligations. The concept of PTN BHMN as one legal entity principled profit. As a legal entity has the will and PTN BHMN which will be formulated in the vision and mission of higher education institutions each of which surely should not be contrary to the purpose of national education which have been outlined in the ACT Sisdiknas.Keywords: College State-owned legal entity, legal entities, Education Law system of national education, the Constitutional Court.

Integrando actividades de gestión de la información en Educación Superior : una experiencia en informática educativa

Developing lifelong learners is central to the mission of higher education institutions. Information literacy is a key component of, and contri- butor to, lifelong learning. Because of rapid technological change and proli- ferating information resources, individuals required new skills to locate, evaluate and use information effectively. In this context, the main aim of this experience was students learn different information literacy skills. For that, incorporate information literacy in the activities of the subject Education Computer Science was needed. Results showed that students' level in skill as selects the most appropriate information retrieval system, constructs and implements effectively designed search strategies, critically evaluates the procured information and draws conclusion based on upon information

Realizing capabilities—academic creativity and the creative industries

Higher education institutions (HEIs) worldwide are in an era of change. In England universities have been challenged to realize their potential their potential under guise of the so called ‘Third Mission’, which has emphasised the commercialization and technology transfer of academic research. Much of the existing literature is devoted to the scientific dimension of the Third Mission, with little if any recognition as to the non-scientific creative capacity of HEIs. Indeed, the absence of (non-scientific) academic creativity from the Third Mission of HEIs, and by other stakeholders such as the Higher Education Funding Council for England (HEFCE), means HEIs are not realizing their potential. Realizing the creative potential of HEIs is the second wave of the entrepreneurial university, and entails a new research agenda, as institutions seek to protect and commercialize creative intellectual property (IP). This paper focuses on the spaces and resources of cultural quarters (CQs) as an example of a specific domain in and with which HEIs engage to realize the potential of their non-scientific creative knowledge. In short, the paper proposes that the creative capacity of HEIs represents an under-exploited resource of the new or knowledge- based economy, of which HEIs are themselves key organizations.

Higher Education Institutions and Regional Mission: Lessons Learnt from the OECD Review Project

With the processes of globalization and localization, the local availability of knowledge and skills, and the transfer of technology and innovation to industry, small and medium-sized enterprises and the wider society have become increasingly important. In recent years, there have been many initiatives across Organization for Economic Cooperation and Development (OECD) countries and elsewhere to mobilize higher education in support of regional development. Drawing the lessons and key conclusions from the OECD study on ‘Supporting the Contribution of Higher Education Institutions to Regional Development’, this paper highlights the economic and social benefits of higher education for countries and regions, and discusses why regions and regional development is becoming more important in the era of globalization. It argues that the new wider mission of higher education institutions, often characterized as a ‘third task’ or social obligation, can be best mobilized in the context of regions. It discusses how higher education institutions can strengthen regional innovation systems, human capital development, and social and cultural development in their regions. Finally, it identifies constraints for more active engagement at national, regional and institutional levels, and suggests how these constraints can be removed.

ENGLISH

IL is common to all disciplines, to environments, and to all levels of education. Developing lifelong learners is central to the mission of higher education institutions ensuring that individuals have the intellectual abilities of reasoning and critical thinking and by helping them construct a framework for learning how to learn. Incorporating IL across curricula, in all programme and services, and throughout the administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators. http://dx.doi.org/10.14429/djlit.28.2.167

Internationalization of Higher Education in the OECD Countries: Challenges and Opportunities for the Coming Decade

This article explores the possible development of internationalization of higher education in Organisation for Economic Co-operation and Development (OECD) countries, analyzing how the main driving forces may influence the internationalization process, globalization and the changing role of nation-states, regional and international bodies, and multilateral frameworks and agreements. The analysis is carried out based on four future scenarios for higher education developed by the OECD. Implications of various scenarios are analyzed in terms of their broader meaning for the main functions of higher education and issues of access, quality, and equity. Consequently, the implications for internationalization are derived. A special focus is placed on the consequences of the various scenarios for cooperation and competition as major strategic categories in the internationalization process. Finally, some further questions are raised with respect to the internationalization mission of higher education institutions in a globalized world and how the concept of internationalization may evolve.

The Civic Purpose and Avowed Mission of Higher Education Institutions – Diversity or Uniformity?

AbstractThe ‘mission’ statements of Higher Education Institutions often include both explicit and implicit commitments to their local, regional and national communities. These may be expected to vary according to particular social, political, environmental, historical, cultural and economic contexts. However, with globalising trends there is pressure for institutions to demonstrate a commitment to economic growth and ‘relevance,’ as well as the adoption of an emerging ‘standard model’ of what constitutes a university. Based on an analysis of institutional mission statements across the Irish higher education sector, it is clear that, although the ‘economic contribution’ and related aspects feature frequently (and strongly in most cases), there is still considerable emphasis on the wider social, civic and cultural role of institutions. Mission statements vary according to institution type and such separation is very strongly evident, with universities espousing a wider range of activities, a commitment to “excellence,” national and international roles and cultural value. Institutes of Technology emphasise access to courses, local importance and economic relevance and specialist colleges reflect a focus on ethical and professional issues as is relevant to their narrower focus. It almost all cases, the distinctive aspects of each institution are emphasised in accompanying documents rather than the mission statements themselves, which tend to be very ‘general’ in nature, and similar within each institution type.

A Theory-Based Integrative Model for Learning and Motivation in Higher Education

The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.

Governance of Higher Education Institutions

Governance includes the issues of autonomy and accountability. In most countries, including developing countries, autonomy is being extended to higher education institutions (HEIs) in order to increase the flexibility which these institutions require to meet the needs of the society and the economy. Autonomy is the prerogative and the ability of an institution to act by its own choices in pursuit of its mission and goals. This ensures optimum allocation of resources for achieving the stated goals and missions of HEIs which are knowledge creation and dissemination. These institutions are mission- oriented and although they have a significant impact on the economy and the society, their action and results are not directly measurable in financial terms. Autonomy encompasses three areas - academic, institutional, and financial. Academic autonomy is the freedom for faculty members to operate freely which would lead to intellectual wealth of great quality. Institutional autonomy includes operational freedom and freedom of decision-making by the institute's constituents. Financial autonomy means the freedom to raise and use funds according to its priorities and internal rules. An institution cannot have full institutional autonomy without financial autonomy. Allowing financial autonomy with accountability would assess the effectiveness of the institution in disseminating knowledge to its students. Autonomy of publicly funded institutions also implies societal accountability. Institutions operate in a given environment. Therefore, their actions and outcomes must be consistent with the demands of the external environment. Societal concern assumes great significance as governance in HEIs cannot be devoid of environment and social responsibility. Every organization's actions influence the members of the society, directly or indirectly. Therefore, HEIs should strive to strike a balance between needs of their stakeholders, demands of the society, and autonomy. A socially responsible HEI should perform the following duties: Be a resource and supporter for public policies and issues. Ensure admission to all qualified students from all sections of the society. Facilitate quality education and research. Assist in professionalizing management practice of socially desirable but under-managed sectors. Help business and industry through training, research, and consultancy. Research on the issues that are significant for the government, the industry, and other sectors and disseminate the research findings. Collaborate with other academic institutions to help them improve their aca- demic standards. Organizations take a lot from the society and hence should also give back to the society. This attitude will sustain them over a long period of time.