Restructuring Of Higher Education Research Articles

Improving the organizational structure for an electronic environment: a case analysis of Kuwait University libraries

In recent years, changes in the library environment have led to increased emphases on improving or restructuring the organizational structures of academic libraries. Technology, trends toward access over ownership, customer focus, and restructuring in higher education are some of the major factors contributing to these changes. This paper also describes the ways in which the traditional hierarchical structure can be modified so that the library will be more responsive to changes in the external environment. A particular emphasis on the case of the Kuwait University libraries provides an applied perspective. The paper also describes the strategies employed to conceptualize change in the organizational structure. Problems in the implementation of a revised organizational structure are also highlighted.

NEW JERSEY'S COMMUNITY COLLEGES: AN EXPERIMENT IN "COORDINATED AUTONOMY"

New Jersey dramatically restructured its higher education system in 1994 by abolishing the State Board of Higher Education . The state board had served as the statewide coordinating board for all of higher education in New Jersey for 30 years . What has this new structure meant for New Jersey's community colleges? First , the 19 community colleges now have much more autonomy at the campus level . This has enabled the colleges to respond more quickly and effectively to local needs . At the same time , community college presidents and trustees have seen a greater need for voluntary statewide coordination . In the political arena , for example , the colleges have joined together through their state association - the New Jersey Council of County Colleges - to vigorously pursue statewide funding and legislative objectives . These efforts have yielded unprecedented successes - a $120 million increase in capital funding for community colleges and a $48 million increase in direct state aid to community colleges . During the past 25 years , the development and growth of the community college system in New Jersey has been brisk and striking . The result , in the 1990s , is that New Jersey's community colleges have blossomed into a system of 19 colleges that enroll about half of the undergraduates attending college in the state . This mature system now faces new challenges . The New Jersey Higher Education Restructuring Act of 1994 dramatically altered the public policy framework for community colleges and all of higher education in the state . In short , it will mean less state regulation and much more campus autonomy . Although community colleges are embracing this newfound autonomy to meet local needs , they are also seeking to apply it in coordinated ways that serve the state's needs too . This new approach of coordinated autonomy holds great promise . However , its long - term success will ultimately depend on considerable discipline and cooperation among the 19 community colleges .

The Reemergence of Private Schools in Socialist China

Previous articleNext article No AccessFocus on Private Schooling in ChinaThe Reemergence of Private Schools in Socialist ChinaJulia KwongJulia Kwong Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 41, Number 3Aug., 1997 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447445 Views: 48Total views on this site Citations: 30Citations are reported from Crossref Copyright 1997 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Marcus Österman, Darrel Robinson Educating Democrats or Autocrats? The Regime-Conditional Effect of Education on Support for Democracy, Political Studies 107 (Feb 2022): 003232172110673.https://doi.org/10.1177/00323217211067385Xiaoying Ma Review of Past Literature, (Feb 2021): 9–30.https://doi.org/10.1007/978-981-33-6800-2_2Xiaoying Ma Quantitative Analysis, (Feb 2021): 103–115.https://doi.org/10.1007/978-981-33-6800-2_6Xiaoying Ma Qualitative Analysis, (Feb 2021): 117–128.https://doi.org/10.1007/978-981-33-6800-2_7Vicente Reyes, Wenbo Zhang Chinese International Students’ Learning and Post-migration Growth Experiences: An Exploratory Study of a Foundation Studies Education Programme in Australia, International Journal of Chinese Education 9, no.22 (Jan 2021): 194–218.https://doi.org/10.1163/22125868-12340127Eli Friedman Teachers’ Work in China’s Migrant Schools, Modern China 43, no.66 (Apr 2017): 559–589.https://doi.org/10.1177/0097700417703657Robert Jeremy Fish, Denise Linda Parris, Michael Troilo Compound Voids and Unproductive Entrepreneurship: The Rise of the “English Fever” in China, Journal of Economic Issues 51, no.11 (Mar 2017): 163–180.https://doi.org/10.1080/00213624.2017.1287506Lixian Qian Fairness in the Chinese People’s Lives: Challenges and Policy Suggestions, (Oct 2016): 61–89.https://doi.org/10.1007/978-3-319-43663-0_5Wan-Ning Bao Individual-Level Changes and Criminogenic Strain, (Jan 2018): 71–112.https://doi.org/10.1007/978-3-319-63727-3_3Xiaoying Ma, Malcom Abbott Growth and conflict: the views of Chinese private higher education managers, Journal of International Education in Business 9, no.11 (May 2016): 17–30.https://doi.org/10.1108/JIEB-04-2016-0003Yan Guo The Impact of the Market Economy on English Teachers, (Jan 2016): 119–136.https://doi.org/10.1007/978-94-6209-881-7_8Min Yu Introduction, (Aug 2016): 1–24.https://doi.org/10.1057/978-1-137-50900-0_1Gaoming Zhang, Yong Zhao, Wei Qiu Policy changes and educational reforms in China: decentralization and marketization, On the Horizon 20, no.44 (Sep 2012): 313–323.https://doi.org/10.1108/10748121211272452Ka Ho Mok, Yu Cheung Wong, Yu Guo Transforming from economic power to soft power: challenges for managing education for migrant workers' children and human capital in Chinese cities, Asia Pacific Journal of Education 31, no.33 (Sep 2011): 325–344.https://doi.org/10.1080/02188791.2011.594248Lei Chang, Bin-Bin Chen, Lin Qin Ji Attributions and Attitudes of Mothers and Fathers in China, Parenting 11, no.2-32-3 (Apr 2011): 102–115.https://doi.org/10.1080/15295192.2011.585553Julia Kwong, Haiping Wang, Rodney A. Clifton Rethinking Our Assumptions about Teachers' Job Satisfaction in China and the West, Australian Journal of Education 54, no.22 (Aug 2010): 115–132.https://doi.org/10.1177/000494411005400202Yong Zhao, Wei Qiu China as a Case Study of Systemic Educational Reform, (May 2010): 349–361.https://doi.org/10.1007/978-90-481-2660-6_20Wan-Ning Bao, Ain Haas Social Change, Life Strain, and Delinquency among Chinese Urban Adolescents, Sociological Focus 42, no.33 (Aug 2009): 285–305.https://doi.org/10.1080/00380237.2009.10571358Wing-Wah Law, Su-Yan Pan Game theory and educational policy: Private education legislation in China, International Journal of Educational Development 29, no.33 (May 2009): 227–240.https://doi.org/10.1016/j.ijedudev.2008.04.003King-Lun Ngok, Michael H. Lee Localization of higher education and its social consequences in China, 1993–2007, Journal of Asian Public Policy 2, no.11 (Apr 2009): 57–73.https://doi.org/10.1080/17516230902763691Lesley Vidovich, Rui Yang, Jan Currie Changing accountabilities in higher education as China ‘opens up’ to globalisation, Globalisation, Societies and Education 5, no.11 (Feb 2007): 89–107.https://doi.org/10.1080/14767720601133447Su-Yan Pan, Wing-Wah Law Legalizing education: the role of law in the regulation and deregulation of China's private education, Education and the Law 18, no.44 (Dec 2006): 267–282.https://doi.org/10.1080/09539960601036060Heidi Ross, Jingjing Lou ?Glocalizing? Chinese Higher Education: Groping for Stones to Cross the River,, Indiana Journal of Global Legal Studies 12, no.11 (Jan 2005): 227–250.https://doi.org/10.2979/GLS.2005.12.1.227Ka-Ho Mok Globalisation and Higher Education Restructuring in Hong Kong, Taiwan and Mainland China, Higher Education Research & Development 22, no.22 (Jul 2010): 117–129.https://doi.org/10.1080/07294360304111Ramsey Ding-Yee Koo, Andy Man-Sing Yung, Kin Yuen Ip, Wei-Chen Chuang Public and Private Education, (Jan 2003): 1015–1029.https://doi.org/10.1007/978-94-017-3368-7_70Chengzhi Wang Minban education: the planned elimination of the “people-managed” teachers in reforming China, International Journal of Educational Development 22, no.22 (Mar 2002): 109–129.https://doi.org/10.1016/S0738-0593(00)00079-1Ingrid Lohmann After Neoliberalism, (Jan 2002): 89–107.https://doi.org/10.1007/978-3-322-95030-7_6K. H. Mok The Cost of Managerialism: the implications for the ‘McDonaldisation’ of higher education in Hong Kong 1, Journal of Higher Education Policy and Management 21, no.11 (May 1999): 117–127.https://doi.org/10.1080/1360080990210109 Tang, Fun Hei, Joan, Keith Morrison When Marketisation Does Not Improve Schooling: the case of Macau, Compare: A Journal of Comparative and International Education 28, no.33 (Jul 2006): 245–262.https://doi.org/10.1080/0305792980280303Ka-ho Mok, King-yee Wat Merging of the public and private boundary: education and the market place in China, International Journal of Educational Development 18, no.33 (May 1998): 255–267.https://doi.org/10.1016/S0738-0593(98)00012-1

External Systems and Mandates for Change: the Virginia experience

This paper reviews the history of externally imposed mandates for assessment and restructuring in higher education in the United States. The introduction and impact of both state legislative mandates and accreditation requirements are considered, giving particular attention to these developments in the state of Virginia. Empirical evidence bearing on the changes brought about by these mandates is also reviewed, including the changes brought about by the recent restructuring mandate in Virginia. It seems clear that data‐based restructuring is the paradigm of the future.

Increasing and widening access to higher education: a comparative study of policy and provision in Scotland and Australia

1. This is a revised and extended version of a paper which was presented at the International Access Network Conference, Portland, Maine, USA, June 1994, and the Second National Conference on Equity and Access in Tertiary Education, Melbourne, Australia, July 1995. The place of access policies within higher education through a comparative approach which examines recent developments in Scotland and Australia is examined. The development of access policies is presented in the context of wider change, which is restructuring higher education in both societies. The importance of factors associated with national economic development in this process is emphasized, and the possible conflict with policies which are designed to encourage equity is explored. The impact of these policies both on the structure of the higher education systems, and on participation rates is examined. While there are major differences between these two societies, in terms of geography, history and political agendas, this paper emphasizes...

The Academy in a Changing World: Restructuring in Higher Education

The Academy in a Changing World: Restructuring in Higher Education

The Restructuring of Higher Education in Economics

The changing structure of higher education in economics is discussed in the context of the dual elements of control exerted through the Universities Funding Council (UFC) research assessment exercises and the Economic and Social Research Council (ESRC) recognition exercises. The evidence points to a major restructuring taking place within the old university sector with the majority of economics departments making up a second ‘mixed’ tier while the new universities are primarily but not exclusively ‘teaching’ institutions. On the whole ‘research’ tier departments have achieved overall excellence but there are a few cases where a departments position is based on a specialist niche in the subject. While departmental size is linked to research output there is evidence of research excellence throughout the Higher Education (HE) sector and the paper argues against a severe rationalization of research funds. The significance of the changes for course delivery are briefly discussed.

Award Winning University Teachers' Beliefs About Teaching Versus Research

ABSTRACT The restructuring of higher education in Australia has meant the redefinition of the roles of former Colleges of Advanced Education staff regarding research, thus re‐opening for debate the question of the relative importance of teaching and research in universities and the relationship between the two. This article explores these issues through the perceptions of the first 12 winners of awards for excellence in teaching at the University of Sydney. As might be expected, the award winners tended to give higher priority to teaching than to research but in doing so made many significant comments about the two. Comments about the relationship between teaching and research ranged from supporting the idea that the two are independent to the belief that they were interdependent. More complex views were taken by those who saw teaching and research in constant interaction. The article concludes with questions as to the likely beliefs of those whose eminence is as researchers rather than as teachers.

Book and Resource Review: Restructuring in Higher Education

Book and Resource Review: Restructuring in Higher Education

Wages, Benefits, and the Promotion Process for Chinese University Faculty

The most important first step, both symbolically and in practical terms, toward restructuring higher education in China following the destructive years of the Cultural Revolution was the re;establishment of the national entrance examination for universities and graduate schools in 1977. While this had the direct effect of improving the quality of students entering universities, no similar quick fix was available for reinvigorating university faculty. As seen in the I following passage, written by a university administrator in Shanghai, the personnel system at Chinese universities in the late 1970s was not conducive to effective teaching or research.

Throw in the towel!

Concern for the future of physics and physics education is widespread in the UK. Changes in the school curriculum, demography, wider access, teacher supply, the restructuring of higher education, changing patterns of graduate employment are all seen as threatening the future of physics and therefore, by implication, the intellectual and industrial health of this nation: assuming, of course, that it is legitimate to continue to think in these nationalistic terms post-1992.

The Restructuring of Higher Education in the USSR

Great interest is being expressed in higher education circles everywhere and at all levels in the fundamental changes envisaged with regard to the organizational structure and contents of higher education in the USSR. These changes constitute an important part of the restructuring; the “perestroika”, currently going on in all spheres and at all levels of Soviet society. The Central Committee of the Communist Party of the Soviet Union (CC CPSU) adopted the Principal Directions for the Reorganization of Higher Education and Specialized Secondary Education. As a follow‐up to that framework document, the CC CPSU and the Council of Ministers of the USSR adopted a number of decisions, dated 13 March 1987, aimed at giving substance to and at amplifying the basic principles enumerated. As change in Soviet higher education has been in the air for some time, we were able to preview some of its directions in previous issues of Higher Education in Europe, specifically in No. 4, Vol. XI (1986), pp. 80‐81 and in No. 2,...

The Soviet Reform of Higher Education

In June 1986, the Soviet Union published a draft decree on the restructuring of higher education and released the final version in March 1987. This study first characterizes the main purposes of the reform: linking higher education more directly to the economy through work experiences for students and faculty; improving the quality and quantity of scientific research; tightening admissions requirements and improving student services; refitting universities with advanced technology and new laboratory facilities; revising procedures for ideological education; and changing the administrative structure of the postsecondary education system. Next, it examines the wellsprings of the current reform: population and demographic changes, shifts in technology and popular attitudes about education, and the need to improve economic output. Finally, it considers the discussion that the reform proposal itself generated. The long-term fate of the reform is linked to other changes now under way in Soviet society. If fully enacted, the reform could provide the USSR with a quite different and powerful system of higher education.

Our Readers Speak: The Restructuring of Higher Education

Abstract Pedagogy is one of the main sciences used in shaping the human being. It is common knowledge that it also plays an important role in agitation and propaganda. Another known fact is that propagandists and other ideological cadres are mostly recruited from among higher education graduates— from among enterprise and institution managers and specialists and leading production workers, that is. But at this time the higher educational institutions are not teaching the science of working with people. At best, cadres shape themselves, as a result of active participation in the student body's sociopolitical life during the years spent studying. Then, after graduation, their improvement and instruction and the development of habits needed for agitation and propaganda are, as a rule, handled by Party committees. And yet higher education's task is to train specialists who are not simply highly skilled but also ideologically mature and socially active. It is only right that a whole section of the CPSU Central Committee draft on the restructuring of the higher school system is devoted to this.

The Facilitation of Attainment Aspirations

Within the context of the restructuring of higher education and possible changing perceptions about the benefits of higher education among those involved, the impact of selected structural and social psychological variables upon the transition of a group of young people from Year 12 of high school to higher education and/or the workforce is examined. The data reveal that the transition from high school to tertiary education is dependent upon social origins, prior school achievements and aspirations as well as on the processes of interpersonal encouragement and academic self-assessment. Such dependence differs between the sexes. Specifically where educational aspirations are constant social background is more important for men than women while perceived encouragement from significant others, academic self- assessment and academic achievement are more important for women.