Short-cycle Higher Education Research Articles

Finnish adult students’ perspectives on short-cycle study programmes: motives and evaluations

ABSTRACT We investigated how students in Finland perceive short-cycle higher education programmes. In line with the European trend, Finland has piloted short-cycle study programmes in order to attract adult students into higher education. We found that the students were mainly satisfied with their studies, and that their orientations to studies and learning were extrinsic in nature. The strengths of the programme were perceived as related to the flexibility of the studies, the variety of teaching methods, and the extensive contents of the studies. The main challenges were associated with difficulties in using information and communications technology (ICT) within the studies, and issues with time management. The study sheds light on how more open higher education structures and study processes can promote participation in higher education among adult students.

Quality and Compliance in Short-Cycle Higher Education Programs in the Field of Real Estate Management

Abstract The article deals with the concept of quality and compliance in the context of the short-cycle professional higher education (SCHE) program in the field of real estate management. The article highlights the role of graduates and employers in assessing the quality and compliance and surveys of students as well. The surveys of students, graduates and employers and the analysis of legislation allow assessing the quality and compliance of SCHE study program in real estate management. Currently, in Latvia, the qualification of a house manager can be obtained at three accredited higher education institutions, studying in a short-cycle professional higher education program, which, in accordance with European Qualifications Framework (EQF), is the first-level professional higher education program. The article will mainly focus on the quality and compliance of the house managers’ professional qualification acquisition in short-cycle higher education programs in Latvia. Data analysis, synthesis and logical construction methods have been used in this article.

English higher education and its vocational zones

Distinctions between academic, vocational and professional education inform but do not define the divisions of English higher education. Nevertheless, there are zones where courses, qualifications and institutions are specifically oriented to the world of work. These include most short-cycle higher education, large parts of undergraduate and postgraduate education and the higher level education and training undertaken in the workplace. Since the 1990s, government policies for higher education in England have sought to increase demand for work-focused qualifications while expecting universities and colleges to enhance the skills and employability of all their students. Measures targeted at sub-bachelor vocational education have been among the most radical, but with limited success in changing the balance of provision and participation. On the one side, these efforts confront ever-popular demand – domestic and international – for the bachelor degree and a legacy of ambivalence about the place of the vocational, technical and practical in higher education. On the other, these policies seek to establish ‘higher vocational education’ as a mission for institutions on both sides of the two-sector structure of higher and further education, despite a system architecture designed to reserve one sector for higher education and a further education sector for lower level programmes and qualifications.

Shifting Private-Public Patterns in Short-Cycle Higher Education Across Europe

Short-cycle higher education is largely ignored by the literature, and yet it serves a growing number of students in Europe. This article discusses the realities and challenges of this aspect of higher education, focusing particularly on the private sector.

Risk factors for conversion from unipolar psychotic depression to bipolar disorder

Patients with unipolar psychotic depression (PD) are at high risk of developing bipolar disorder (BD). This conversion has important implications for the choice of treatment. This study, therefore, aimed to identify risk factors associated with diagnostic conversion from PD to BD. We conducted a population-based, historical prospective cohort study by merging data from Danish registers. Patients assigned an ICD-10 diagnosis of PD between 1 January 1995 and 31 December 2007 were identified in the Danish Central Psychiatric Research Register and were followed until the development of BD, death, loss to follow-up, or 31 December 2007. Potential risk factors for conversion to BD, also defined through various Danish registers, were tested in multiple logistic regression analyses with risk expressed as adjusted odds ratios (AOR). We identified 8,588 patients with PD, of whom 609 (7.1%) developed BD during follow-up. The following characteristics were significantly associated with diagnostic conversion from PD to BD: early onset of PD [AOR=0.99 (per year of increasing age), p=0.044], recurrent depression [AOR=1.02 (per episode), p=0.036], living alone (AOR=1.29, p=0.007), receiving a disability pension (AOR=1.55, p<0.001), and the highest educational level being a technical education (AOR=1.55, p<0.001), short-cycle higher education (AOR=2.65, p<0.001), or medium-cycle higher education (AOR=1.75, p<0.001). Diagnostic conversion to BD was prevalent among patients with PD. The following characteristics were significantly associated with this conversion: early onset of PD, recurrent depression, living alone, receiving a disability pension, and the highest educational level being a technical education, short-cycle higher education, or medium-cycle higher education.

CIES Bibliography 2010

CIES Bibliography 2010

Chapter 2: Restructuring Higher Education in a European Context: Short-Cycle Higher Education in Flanders

After an overview of the history of short-cycle education within the Bologna process, this article details the development of short-cycle higher education policy in Flanders, the largest of the three communities in the Federal Kingdom of Belgium. By developing a Flemish national qualification framework in agreement with the European qualification framework for lifelong learning, Flanders is contributing to the implementation of the European Union strategy in education and training.

Guest Editor’s Introduction

This essay describes the purpose and origins of this special issue on short-cycle higher education in Europe and the impact that the Bologna process has had on short-cycle programs in selected countries. Similarities and differences between short-cycle programming in Europe and in the United States (largely through community colleges) are noted.

Chapter 4: Short-Cycle Higher Education in the Netherlands: Adoption and Implementation of the New Associate Degree Qualification

This essay traces the historical development of the Dutch associate degree, examining the grassroots efforts of the policy community that advocated for this new short-cycle credential and summarizing the findings from initial assessments of associate degree pilot programs. The formulation, implementation, and monitoring of this new degree reflected bottom-up initiatives in a national system with centralized decision-making.

Chapter 3: Crossing Boundaries: Foundation Degrees in England

This chapter traces the history, purposes, and distinctive features of the foundation degree, a short-cycle higher education qualification introduced in England in 2000-2001 and offered by both universities and further education colleges. The key characteristics of the foundation degree are discussed: employer involvement in curriculum development and assessment, accessibility to higher education, articulation and progression, flexibility, partnerships, and work-based learning.

Chapter 5: Tertiary Short-Cycle Education in Bulgaria: In Search of Identity

This chapter traces the development of short-cycle higher education in Bulgaria. An emphasis is placed on (a) the evolution of nonuniversity short-cycle institutes and (b) the challenges of bridging the gap between secondary and higher education and creating links between vocational and academic learning pathways.

The missing link in Australian tertiary education: short-cycle higher education

The blurring of the boundary between Australian vocational education and training and higher education is leading to a reconsideration of the current structure of Australian tertiary education. This paper starts with the main overlap of the Australian tertiary education sectors, diplomas and advanced diplomas. The ambiguous treatment of these programs and Australia’s unusually deep organisational separation of vocational education and training and higher education has made it difficult for governments to have an integrated tertiary education policy, and it has restricted vocational education and training’s role. By comparing arrangements for the highest sub baccalaureate qualifications in Aotearoa New Zealand, North America and the UK, known generically as short-cycle higher education, the paper develops some new options for Australia. The paper concludes by arguing that Australia should follow North American and UK examples and decouple the institutional and programmatic designations of the sectors to allow vocational education and training institutes to offer unambiguously higher education programs.

Country Report: Denmark National developments in education policy and law

As mentioned in last years country report, The Danish government has forwarded an ambitious plan to make the Danish Education System one of the ten best in the world. This goal has set a very clear agenda for development of the education system. The first declaration on how this goal is to be achieved was published in November 1997.3 In June 1998, this was followed by the publication of a detailed report popularly known as the KIU’s report.4 Based upon a thorough analysis of the education system, a number of recommendations were forwarded, defining a several key areas in need of special attention in order to obtain the governments overall goal. As it will become clear from the following, the majority of the current political and legislative initiatives stem directly from the recommendations set forth in the report. The present initiatives must also be seen in connection with an earlier launched central initiative, known as the “Education for all” initiative, which has the overall aim that all young people complete a youth education programme, that a minimum of 95% of an age group complete a qualifying education programme, and that 50% receive higher education. The last goal might sound somewhat too ambitious, but it does not mean that 50% have to complete higher education at university level, rather that 50% complete a short-cycle higher education programme, or a medium-cycle university or non-university programme, or a long-cycle university programme. Today approximately 82% of a youth age group complete some form of youth education (4% obtain vocational competence without prior youth education), whereas around 42% complete higher education in some form. Strengthening the academic environment on all levels of education

Articulation and transfer: a symbiotic relationship with lifelong learning

The purpose of this paper is to identify and discussthe inter-relationships between the phenomenon called articulation of curricula and transfer of credits and lifelong learning. Examples feature discussions contained in the recently published APEC-HURDIT book, Lifelong Learning: Policies, Practices and Programs. As described by a number of authors in that book, three futures are predictable for short-cycle higher education systems: institutions essentially non-universities now in planning or developing stages worldwide are likely to modify courses and strengthen distance learning and prior learning delivery techniques for growing numbers of adult re-entry students; industry will become increasingly involved in the delivery of postsecondary education; and technology will expedite non-traditional and non-sponsored education. (Kintzer 1997: 69). Responses to major questions and final comments deal primarily with the three futures in the order mentioned. Illustrative material and interpretations related to experiences in the United States on short-cycle (community) colleges are also interspersed throughout the text. The three predictable futures discussed with particular reference to Pacific Rim countries may also be transferrable in policy planning and action to other nations where a symbiotic relationship between articulation and transfer, and lifelong learning is emerging. Other investigations are therefore strongly recommended. For example, continuing studies of relationships between Universities and the developing Colleges of Further Education in the UK would be very appropriate. In addition, major questions under discussion throughout Europe are: Should the German fachhochschulen- the postsecondary technical institutions so abundant in the former West Germany- become a pattern for other countries in Central and Eastern Europe? How should such short-cycle institutions be related to national universities in credit transfer and lifelong learning opportunities? Similar questions are being asked in Kenya where the well-established ‘Harambee’ technical institutes are gaining momentum. Testing and evaluation of the three futures discussed in this article should be continuous processes worldwide.

Global Perceptions of the Community College

The authors trace and discuss changes in location between secondary and post-secondary educational systems based on the concept of short-cycle higher education. They extend this theme globally by developing profiles of short-cycle and nonuniversity institutions in 10 primary geographic sectors that include the following countries: People's Republic of China, Japan, Singapore, Mexico, Argentina, Kenya, South Africa, Jordan, France, Germany, Sweden, and Great Britain. They conclude their discussion by providing an assessment of global short-cycle higher education based on three program types (preparation for work, community education, and transfer education) and two rapidly increasing alternatives (consortia and industry-sponsored education).

Short-cycle higher education

Short-cycle higher education

Short-cycle higher education: Purposes and issues

This article deals with a worldwide movement called short-cycle higher education - a level of education placed between post-compulsory/post-secondary education and university degree completion. Three types of short-cycle institutions are examined and evaluated: (1) extensions of secondary education, (2) expansions of universities and other senior institutions, and (3) units separated from existing schools.

Short Cycle Higher Education: A Search for Identity

Short Cycle Higher Education: A Search for Identity

Short-cycle higher education and the pitfalls of collective action

Short-cycle higher education and the pitfalls of collective action

Book Reviews: Organization for Economic Co-operation and Development. Short Cycle Higher Education: A Search for Identity. Paris, France: Author, 1973. 414 pp. $8.50

Book Reviews: Organization for Economic Co-operation and Development. <i>Short Cycle Higher Education: A Search for Identity</i>. Paris, France: Author, 1973. 414 pp. $8.50