Pattern Of Higher Education Research Articles

The Higher Education System that Scotland Needs

The clear-cut majority for devolution in the Scottish referendum, which will pave the way for the revival of a Scottish Parliament after almost three centuries, will lead to far-reaching consequences for the pattern of higher education in Scotland. This article addresses those consequences and is divided into three sections. The first discusses the wider Scottish context and, in particular, the past and present impact of the Union (and likely future impact of devolution) on the distinctiveness of Scotland's social institutions, including education; the second the development of mass higher education, and of new articulations between universities and culture, innovation and competitiveness; and the third prospects for Scotland's universities and colleges within a redefined Union. The first two sections provide the context for a more extended discussion of the third.

The changing national context of fieldwork in geography

Abstract The purpose and role of fieldwork in geographical education are examined. Fieldwork provision and practice have been affected by the replacement of a ‘traditional’ by a ‘new’ pattern of higher education in the United Kingdom. The key features of these contrasting structures are identified. Contextual changes pose threats but also introduce opportunities for innovation and change in fieldwork teaching, learning, assessment and organisation. An agenda for the development of fieldwork in geography is outlined.

WOMEN STUDENTS: THE COMMUNITY/JUNIOR COLLEGE CONNECTION

This article was designed to examine two premises (a) that social and economic changes are accompanied by modifications in enrollment and degree patterns in higher education and (b) more specifically, that community/junior colleges may be a sensitive barometer to enrollment and degree patterns associated with social and economic change. The findings, based on education statistics from 1969‐1988, are perceived to support the premises. Higher education campuses from community/ junior colleges to four year colleges and graduate institutions are no longer dominated by male students. Female students constitute the new majority in most degree programs from associate degrees to graduate degrees with few exceptions. The findings are discussed and conclusions are reported.

The changing pattern of higher education in England and Wales ? The end of an era?

During the past twenty years great changes have taken place in British higher education. During the 1980s these changes have been even more noticeable, so that by the middle of the 1990s the pattern and the ethos of British higher education will be very different from that prevailing in the 1970s. Not only have there been structural changes but there have also been concerns about autonomy and freedom, accountability and appraisal in the face of government demands for improved management efficiency, restrictions on tenure and alternative forms of finance. This paper analyses these changes in universities, polytechnics and teacher education colleges and traces the growing intervention on the part of government. It also seeks to draw out implications for other education systems facing the same pressures. A glossary of abbreviations and acronyms appears on p. 301.

The innovation galore, from classroom to the shop floor

Canada, and to a lesser extent the U.S.A., must look at technological innovation with a feeling of urgency. Although there is wide agreement about the pressing need for increased innovation in industry, especially in these times of decreasing productivity and growing imports of foreign high-technology products, there is no unanimity about the best ways to achieve a better posture in national and international markets for new technology. Yet, surely one of the keys lies in the upbringing of a larger flow of competent and highly imaginative technological innovators. This poses a singular challenge for universities whose pattern of higher education has followed traditional disciplinary lines, with little attention paid to the anatomy and the dynamics of the innovation process as it applies to the real world. To this date, four universities in the U.S.A. (M.I.T., Carnegie-Mellon, Oregon and Utah) and two in Canada (Waterloo and Ecole Polytechnique de Montréal) have tried to address this problem through the development of innovation centres situated on their campus and making use of university personnel and facilities to further their objectives. In one form or another, all of the centres strive to acquire deeper insight into the innovation process itself while attempting to develop a methodology to enhance innovation, both from an educational and managerial point of view. A methodology for innovation must improve both the effectiveness of new idea generation and innovation development and the yield of the dialogue between the innovator and the financial supporter of the project. When translated into education and training, this methodology systematizes the content of the innovator's subconscious and organizes his mental building blocks to produce a body of transferable knowledge, i.e. transforming intellectual property into a manageable and profitable asset. In contrast to traditional engineering or business education where knowledge is organized into disciplines and other logical formats to facilitate teaching, the structure of education in design and innovation is built on elemental physical configurations and system behaviours. Whereas the information flow in professional management is essentially financial in nature, in innovation management the information flow is more related to ideas than money, even though financial aspects underlie the whole structure as well. While the former operates in closed feedback loop fashion, the latter is an open-ended addendum to the usual company operations. It is aimed at future growth. Coaching innovators to excel in world market competition bears resemblance to the drilling of athletes for the Olympic Games. The Olympic contestant must have a tremendous amount of willpower, in addition to skills and physical fitness. The comparable behavioral element for innovation is motivation, with related entrepreneurial skills and technological competence. This motivation must be shared also by the other members of the innovation team. Thus, not only must there be a methodology to teach innovation but ways and means must be found to create the necessary motivation and nurture the entrepreneurship.

Public Efficiency and Private Choice in Higher Education

Students tend to enter when appeals to them, when appropriate choices are available, and when at least one of the available colleges has a larger value than the available options. When any of these conditions is not met, or appears not to be met, students tend to otherwise. There are occasions in which enrollment choices differ from what is optimal for society, and in such cases the logical public objective is to change some students' minds. For enrollment patterns in higher education to change, students must move from the choose other to the choose college group; merely reinforcing students' convictions that they have chosen wisely is of no benefit. Three possible strategies ensue: (1) changing the situation, which comprises students' preferences, the options among which they choose, and the characteristics of specific options; (2) improving available information about specific colleges and jobs, so that student perceptions are accurate (or at least favor choices); or (3) reducing the role of chance in student choices. Among these strategies only two, changing the situation and improving information, translate readily into practical policy, because only for these do theory and research suggest specific tactics. These tactics range from expensive ones, such as building new colleges, to relatively

Changing Patterns in Higher Education

Changing Patterns in Higher Education

Changing Patterns in Higher Education

Changing Patterns in Higher Education

Perceived legitimacy of decision making and academic governance patterns in higher education: A comparative analysis

This report relates the findings of two parallel studies of campus governance in Pennsylvania institutions. Patterns of decision making were described at six institutions in one study and perceived legitimacy of governance on the part of faculty was assessed on the same campuses. The findings of the studies are related for the purpose of exploring effects of decision issue, institution, and type of institution upon each pattern as well as upon ways in which governance patterns and perceived legitimacy covary. The conclusions suggest modifications in theory and research strategies for future work on the dynamics of campus governance.

Participants and Patterns in Higher Education: Research and Reflections, A Festschrift for T. R. McConnell

Participants and Patterns in Higher Education: Research and Reflections, A Festschrift for T. R. McConnell

Participants and Patterns in Higher Education: Research and Reflections, A Festschrift for T. R. McConnell

Participants and Patterns in Higher Education: Research and Reflections, A Festschrift for T. R. McConnell

Prospectus for a New Type College

Abraham Lincoln foresaw a century ago that jt nation is permitted to live in ignorance with impunity. Now that the nations of the world are engaged in a mad, internecine race between knowledge and catastrophe, no nation can even hope to survive as a world power unless it has a well edu cated citizenry. Seven million American youth are currently enrolled in our institutions of higher learning, and more than half of those in our secondary schools are heading in that direction. But it is doubtful whether our traditional colleges and universities will be able to offer these youth the incredible va riety of educational opportunities they want and need. A new type of institution, here described, is needed to add novelty to the pattern of higher edu cation, and to lead the way toward a more con temporary orientation. Those admitted to this new institution would be required to: (1) have the usual qualifications for admission to college such as graduation from high school and good moral character; (2) be proficient in reading, typing, and the use of the English language, both oral and written; (3) have made at least a tentative choice of a vocation ; and (4) have a field sponsor who was a practitioner in the vocation the student was preparing to enter.

IV. The pattern of higher education

IV. The pattern of higher education

Changing Patterns of Higher Education in Canada

Changing Patterns of Higher Education in Canada

Changing Patterns of Higher Education in Canada

Changing Patterns of Higher Education in Canada

Book Review: Report of the Committee on the Pattern of Higher Education

Book Review: Report of the Committee on the Pattern of Higher Education

Educational Facilities in Ground‐Water Hydrology and Geology Outside the U. S. A. and Canada, 1963

AbstractThe great and continued expansion in the utilization of ground water has resulted in an ever increasing need for professional people to enter the field of ground‐water resource evaluation and management. Prominent scientists and educators have indicated that the small number of graduates each year is inadequate to meet the current needs much less the future demands for ground‐water geologists and engineers. It has been suggested that this deficiency is due in part to the lack of suitable programs of university and college instruction. However, statistical data on the educational and academic research facilities in ground‐water geology and hydrology outside the United States and Canada have not been available for study. Statistical data for institutions in the United States and Canada were published in May 1961 (Hackett and Walton, 1961).To obtain data on formal course work and research facilities, the Research Committee of the Technical Division of the National Water Well Association circulated a Questionnaire to appropriate educational institutions outside the United States and Canada in March 1963. This paper is based on completed questionnaires and provides statistical data on university and college activities in the field of ground water. It is hoped that the statistical and descriptive information embodied in this report will provide a suitable background for those who wish to assess the adequacy of available educational and academic research facilities relating to ground‐water hydrology and geology.In March, 1963, the Research Committee of the Technical Division of the National Water Well Association mailed a questionnaire on educational facilities in ground‐water geology and hydrology to some two hundred foreign institutions of higher learning. By October 1963, some fifty institutions had replied to the questionnaire which was a simplified version adapted from a prototype drafted by James E. Hackett and William C. Walton (1961), and used to make a similar survey on U.S. and Canadian universities. The contents of the questionnaire are given in Table 1.While the response to the questionnaire may seem small at first sight, since only 25 percent of the polled institutions replied, the initiative taken was worthwhile and some interesting conclusions may be drawn from the result. In the first place, the relatively poor participation may be explained, to a large extent, by the fact that a great number of the foreign institu‐tions that were questioned do not have a specific interest in ground water. Furthermore, the questionnaires were sent to the schools of engineering or the departments of geology of the institutions, in the hope that there would be an exchange at the local level. This was accomplished in some cases, as may be seen from a summary of the main results in Table 2, but not always. On the other hand, although English is a major international language, it is still not mastered by all foreign scientists and engineers. This may explain why some individuals may have been reluctant in answering to the request for information. We should also realize that the pattern of higher education in some countries is different from ours, which again leads to difficulties in filling out a questionnaire tailored to our needs. It was very rewarding for us to see that France had the largest participation rate (60 percent) of all countries. Probably this is due to the fact that this country apparently emphasizes the subject of hydrogeology more than any other but also, we believe, because we had sent a special French questionnaire to the French institutions. Also, as a result of this policy, the answers were more detailed than those of most of the other participants. It is safe to assume that, if we had written in the native tongue of each country, we would have received more complete answers.Table 2 has been divided somewhat arbitrarily into five classes, according to the strength of the curriculum in subjects related to ground water.Class I: unusually strong programClass II: strong programClass III: significant programClass IV: small programClass V: no programIt is very difficult to draw a well defined boundary between these classes and between some institutions in particular cases, and the five classes have been allotted ten members each for the sake of simplicity. Also, the classification is not the outcome of a contest but a mere indicator of relative interest in the subject of ground water. Several institutions which belong to Classes IV and V have explicitly asked to be informed about the conclusions drawn from this survey, which would tend to prove that they have an interest in the subject but that financial means or other motivation are lacking.A quick glance at Table 2 shows that in Western

Guided Study in Indonesian Universities: The Conflict over a Major Change in the Pattern of Higher Education

Guided Study in Indonesian Universities: The Conflict over a Major Change in the Pattern of Higher Education

Chapter II: Plans and Programs for Post-High-School Education Outside the Usual Patterns of Higher Education

Chapter II: Plans and Programs for Post-High-School Education Outside the Usual Patterns of Higher Education

Plans and Programs for Post-High-School Education outside the Usual Patterns of Higher Education

THE first half of the century has witnessed the introduction of various new patterns within the framework of higher education. There have been a vertical extension in secondary schools and a horizontal expansion of programs beyond the high school. Much study has been carried forward during the period with respect to the emotional and mental development of adolescents. This has resulted in expansion of educational patterns compatible with the findings of research on adolescents and also in balance with the demands of a highly complex social and technological society. We are concerned here with plans and programs developed and being developed outside the usual pattern of higher education. Consideration of these new patterns must of necessity result in examining the effect of military education on the general educational pattern of the country.