Policy Reviews in Higher Education最新文献_第5页

The pandemic, the recovery and broadening our perspectives on higher education policy 疫情、复苏以及扩大我们对高等教育政策的看法

Policy Reviews in Higher Education Pub Date : 2020-07-02 DOI: 10.1080/23322969.2020.1790865

E. Hazelkorn, W. Locke

引用次数: 2

Mapping the implementation of higher education funding reform in Kazakhstan: policy resources perspective 哈萨克斯坦高等教育经费改革的实施:政策资源视角

Policy Reviews in Higher Education Pub Date : 2020-07-02 DOI: 10.1080/23322969.2020.1793217

R. Kasa, Ali Ait Si Mhamed, Viktoriya Rydchenko

{"title":"Mapping the implementation of higher education funding reform in Kazakhstan: policy resources perspective","authors":"R. Kasa, Ali Ait Si Mhamed, Viktoriya Rydchenko","doi":"10.1080/23322969.2020.1793217","DOIUrl":"https://doi.org/10.1080/23322969.2020.1793217","url":null,"abstract":"ABSTRACT Policy implementation research suggests that the likelihood of policy success, i.e. matching policy outcomes with expectations, can be best assessed by engaging the bottom-up perspectives of those who will implement the policy. This paper works from this premise and examines the views of university leaders in Kazakhstan on the potential impact of a per capita per credit higher education funding model proposed for implementation at their universities. The policy expectation is that such a higher education funding model will promote student choice, university quality and competitiveness. Applying resources for a policy implementation perspective, this article discusses concerns associated with the implementation of the proposed model. The findings suggest that the match between the policy expectations and the goal of strengthened student choice will be contingent upon the ability of universities to introduce organisational processes that enable such a choice. Advancing the quality and competitiveness of universities will be conditioned by university access to funding and the acceptance of personnel of both structural and cultural changes associated with the implementation of the new policy. This article contributes to policy implementation studies of higher education systems in transition.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122933027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tackling rural-urban inequalities through educational mobilities: rural-origin Chinese academics from impoverished backgrounds navigating higher education 通过教育流动解决城乡不平等:来自贫困背景的中国农村学者在高等教育中的定位

Policy Reviews in Higher Education Pub Date : 2020-06-22 DOI: 10.1080/23322969.2020.1783697

C. Xu

{"title":"Tackling rural-urban inequalities through educational mobilities: rural-origin Chinese academics from impoverished backgrounds navigating higher education","authors":"C. Xu","doi":"10.1080/23322969.2020.1783697","DOIUrl":"https://doi.org/10.1080/23322969.2020.1783697","url":null,"abstract":"ABSTRACT Existing scholarship on marginalised academics is mostly western-based and concerned with inequalities caused by class, gender and/or racial and ethnic differences. This article adds to this literature by highlighting how inequalities caused by the urban-rural divide in China adversely impact on the academic trajectories of rural-origin academics from impoverished backgrounds. To mitigate such inequalities, the 26 interviewed academics drew on their academic capital to achieve institutional and geographic mobilities, both within and beyond China. Such educational mobilities further allowed these scholars to convert into and accumulate economic, social, cultural and symbolic capitals (after Bourdieu). Importantly, their rural-origins and disadvantaged positioning had cultivated in them a productive habitus that is characterised by hard work, perseverance and self-discipline. Such a habitus played a pivotal role in orchestrating their academic ascension and upward social mobility. However, despite these successes, this article also reveals these academics’ perennial financial struggles in lifting their rural-based families out of poverty, and the exclusive nature of educational mobilities, which are manifestations of systemic structural inequalities caused by urban-biased policies.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124145555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Transnational education delivery in Ghana: examining the benefits, challenges and future prospects 加纳的跨国教育:利益、挑战和未来前景

Policy Reviews in Higher Education Pub Date : 2020-06-05 DOI: 10.1080/23322969.2020.1774408

Y. Owusu-Agyeman, Gertrude Amoakohene

{"title":"Transnational education delivery in Ghana: examining the benefits, challenges and future prospects","authors":"Y. Owusu-Agyeman, Gertrude Amoakohene","doi":"10.1080/23322969.2020.1774408","DOIUrl":"https://doi.org/10.1080/23322969.2020.1774408","url":null,"abstract":"ABSTRACT Transnational education (TNE) has developed over the years as a branch of international education that focuses on cross-border teaching and learning through local partners and branch campuses in host countries. While there have been concerns over the quality of TNE delivery in host countries, there is a paucity of empirical research that highlights education delivery, especially in host institutions. This study examines the benefits, challenges and prospects of TNE delivery in a host institution in Ghana. Using a mixed-method approach, we collected and analysed data from management representatives (n = 2), academic staff (n = 5) and students (n = 197). Results show that TNE enhances students’ learning experiences through diversified and reflective curriculum, highly rated pedagogical approach and acquisition of knowledge in global business practices. Lecturers reported enhanced pedagogical skills and knowledge of cutting-edge quality assurance and assessment processes. Challenges such as lack of clear policy guidelines governing TNE partnership, cultural differences among partners, inadequate learning resources for students, high cost of fees and difficulty in designing a bespoke curriculum to meet local needs were highlighted. The study further articulates the importance of developing policies that guide TNE delivery and the relationship between partners by regulatory bodies in the higher education sector.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128976179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

The decentralisation of the governance of UK higher education: the effects of devolution to Scotland, Wales and Northern Ireland, and on England 英国高等教育管理权力下放:下放对苏格兰、威尔士和北爱尔兰的影响，以及对英格兰的影响

Policy Reviews in Higher Education Pub Date : 2020-05-05 DOI: 10.1080/23322969.2020.1751688

M. Shattock, A. Horvath

{"title":"The decentralisation of the governance of UK higher education: the effects of devolution to Scotland, Wales and Northern Ireland, and on England","authors":"M. Shattock, A. Horvath","doi":"10.1080/23322969.2020.1751688","DOIUrl":"https://doi.org/10.1080/23322969.2020.1751688","url":null,"abstract":"ABSTRACT This article explores the impact of devolution from a centralised UK governance model on universities in Scotland, Wales, Northern Ireland and England, and shows how a unified system of higher education has been transformed into four systems with contrasting aims and objectives. The structure that has been arrived at makes the UK Government directly responsible for English higher education, the largest of the four systems, but the devolved nations often find themselves making policies which are reactive to or opposed to those adopted by the English system. It argues that devolution may not have been good for the English system where the freedom to adopt a fully marketised policy with its consequential reinforcement of differentiation between institutions and its encouragement of the establishment of a ‘business model’ of institutional governance would have been resisted by political representation from Scotland and Wales, both unsympathetic to the approach adopted in England. It concludes that the creation of devolved systems in Scotland and Wales has been successful in that it has increased the diversity of UK higher education and moved universities closer to their regions. However, devolution has not served Northern Ireland well because of the stalemate in the political life there.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134633245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Comparing and learning from English and American higher education access and completion policies 英美高等教育入学与结业政策的比较与借鉴

Policy Reviews in Higher Education Pub Date : 2020-03-05 DOI: 10.1080/23322969.2020.1737959

Kevin J. Dougherty, C. Callender

{"title":"Comparing and learning from English and American higher education access and completion policies","authors":"Kevin J. Dougherty, C. Callender","doi":"10.1080/23322969.2020.1737959","DOIUrl":"https://doi.org/10.1080/23322969.2020.1737959","url":null,"abstract":"ABSTRACT England and the United States provide a very interesting pairing as countries with many similarities, but also instructive dissimilarities, with respect to their policies for higher education access and success. We focus on five key policy strands: student information provision; outreach from higher education institutions; student financial aid; affirmative action or contextualisation in higher education admissions; and programmes to improve higher education retention and completion. At the end, we draw conclusions on what England and the US can learn from each other. The US would benefit from following England in using Access and Participation Plans to govern university outreach efforts, making more use of income-contingent loans, and expanding the range of information provided to prospective higher education students. Meanwhile, England would benefit from following the US in making greater use of grant aid to students, devoting more policy attention to educational decisions students are making in early secondary school, and expanding its use of contextualised admissions. While we focus on England and the US, we think that the policy recommendations we make carry wider applicability. Many other countries with somewhat similar educational structures, experiences, and challenges could learn useful lessons from the policy experiences of these two countries.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133073738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Student pathways and differentiation policies in Ontario: are they compatible? 安大略省的学生路径和差异化政策:它们是否兼容?

Policy Reviews in Higher Education Pub Date : 2020-01-02 DOI: 10.1080/23322969.2019.1679662

S. Young, P. Piche, Glendell Jones

{"title":"Student pathways and differentiation policies in Ontario: are they compatible?","authors":"S. Young, P. Piche, Glendell Jones","doi":"10.1080/23322969.2019.1679662","DOIUrl":"https://doi.org/10.1080/23322969.2019.1679662","url":null,"abstract":"ABSTRACT Over the last 15 years, the government of Ontario, Canada began seeking ways to deliver and expand higher education in a more cost effective and sustainable manner through the introduction of two major policy goals: greater institutional differentiation and the expansion of student pathways. This paper will attempt to determine the compatibility of these two policy goals through a review of the relevant literature to determine if the policies are aligned from an efficiency and effectiveness, and public policy perspective. It will also identify a number of policy levers used in Ontario that may affect the extent of diversity and student pathways through document analysis, to assess their compatibility by making a limited use of the field of organisational theory as a lens to place the policies into context. It will also examine the extent to which various institutional types in Ontario have been engaged in student mobility and will compare and contrast the various strategies used to satisfy these public policy goals through textual analysis to highlight current successful institutional strategies that can be used by other jurisdictions. It will conclude with some key observations that the authors feel are necessary for either policy goal to succeed.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114728982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The policy trajectory of the EU – Latin America and Caribbean inter-regional project in higher education (1999–2018) 欧盟-拉丁美洲和加勒比地区高等教育跨区域项目的政策轨迹(1999-2018)

Policy Reviews in Higher Education Pub Date : 2020-01-02 DOI: 10.1080/23322969.2019.1693908

A. Barlete

{"title":"The policy trajectory of the EU – Latin America and Caribbean inter-regional project in higher education (1999–2018)","authors":"A. Barlete","doi":"10.1080/23322969.2019.1693908","DOIUrl":"https://doi.org/10.1080/23322969.2019.1693908","url":null,"abstract":"ABSTRACT This paper seeks to analyse the policy trajectory of the inter-regional plans to establish a common space in higher education (HE) involving the European Union (EU) and Latin America and the Caribbean (LAC) regions. Although both regions developed different formats of higher education cooperation programmes, it was in 1999 that an institutionalised bi-regional dialogue appeared – and HE was defined as a strategic partnership. In November 2000, ministers of education on both sides of the Atlantic launched the largest HE project to date: the EU-LAC (ALCUE) HE Common Area, involving 60 HE systems. Understanding (inter-)regional HE policies as an expression of global education policies, I conducted a historical analysis of this inter-regional policy from 2000 until 2018 using Roger Dale's framework of pluri-scalar governance of education. The tracing of the events since 1999 helped unveil the mechanisms of changes in this inter-regional policy. As a result, I was able to differentiate between two moments in the policy process: the ALCUE Project (2000–2008) and the EU-CELAC dialogue (2010–2018). Results point to the defining role of the EU in shaping the inter-regional dialogue in terms of regional mandate and actorness. The research shows that the advent of CELAC as a regional actor in Latin America in 2010 has strengthened the role of the EU in defining the inter-regional HE project.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115228311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Academic stars and university rankings in higher education: impacts on policy and practice 高等教育中的学术明星和大学排名:对政策和实践的影响

Policy Reviews in Higher Education Pub Date : 2020-01-02 DOI: 10.1080/23322969.2019.1667859

Michelle Stack

{"title":"Academic stars and university rankings in higher education: impacts on policy and practice","authors":"Michelle Stack","doi":"10.1080/23322969.2019.1667859","DOIUrl":"https://doi.org/10.1080/23322969.2019.1667859","url":null,"abstract":"ABSTRACT Drawing on the concepts of mediatisation and celebrification, this paper analyses how the Nobel Prize is used as a proxy of excellence by the ‘Big Three’ university rankers and top-ranked universities. Ranking advisories, university leadership at top-ranked institutions, and Nobel Prize adjudication committees are overwhelming from the same demographic: white men from the Global North. Who they deem ‘world class’ is overwhelmingly from the same demographic. Even though universities no longer have policies that keep out equity-seeking groups, the metrics used to determine world-classness re-entrench who is seen as a scholarly and administrative leader in higher education and what is considered world class knowledge. Drawing on social network analysis and multimedia critical discourse analysis, this paper argues that Nobel adjudication committees, ranking advisories and the leadership of top-ranked institutions form an echo chamber that conflates academic excellence with being white, male, wealthy, and famous. The paper concludes with the urgent need to address the cognitive dissonance of universities promoting spurious media-based metrics while at the same time claiming a commitment to equity policies and practices.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121100548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Students’ and graduates’ employability. A framework to classify and measure employability gain 学生及毕业生的就业能力。分类和衡量就业能力增益的框架

Policy Reviews in Higher Education Pub Date : 2020-01-02 DOI: 10.1080/23322969.2020.1712662

Heike Behle

{"title":"Students’ and graduates’ employability. A framework to classify and measure employability gain","authors":"Heike Behle","doi":"10.1080/23322969.2020.1712662","DOIUrl":"https://doi.org/10.1080/23322969.2020.1712662","url":null,"abstract":"ABSTRACT Employability has become one of the most important outcomes of higher education despite it being weakly conceptualised for the sector. The lack of an accepted conceptualisation to address students’ and graduates’ employability results in difficulties when comparing research findings and therefore in assessing quality in higher education provision. This paper addresses this gap in the conceptualisation of employability and adapts an established framework so that it aligns with the higher education sector. Employability is defined as ‘the ability to find, keep and progress in graduate employment’. A holistic framework composed of four categories (‘individual factors’; ‘individual circumstances’; ‘enabling support system’; ‘labour market’) is used to classify and measure employability. This allows for an understanding of how specific initiatives enhance the employability of students and graduates, and suggests ways to measure this impact. Also, the limitations of HEIs to impact students’ employability are addressed using the framework. The examples of Germany and England show how differences in employability occur due to differences in the surrounding labour market. The paper concludes that in a complex and holistic discussion it is necessary to highlight the various indicators, including the labour market, which were used to report more nuanced aspects of employability.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114386261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 29