Policy Reviews in Higher Education最新文献_第7页

Gender imbalance in senior positions in higher education: what is the problem? What can be done? 高等教育高级职位的性别失衡:问题是什么?我们能做些什么呢?

Policy Reviews in Higher Education Pub Date : 2018-12-05 DOI: 10.1080/23322969.2018.1552084

P. O’Connor

{"title":"Gender imbalance in senior positions in higher education: what is the problem? What can be done?","authors":"P. O’Connor","doi":"10.1080/23322969.2018.1552084","DOIUrl":"https://doi.org/10.1080/23322969.2018.1552084","url":null,"abstract":"ABSTRACT Global scholarship has documented gender discrepancies in power in higher education institutions (HEIs) for several decades. That research is now supported by wider gender equality movements such as those concerned with unequal pay and sexual harassment. Underlying these is the under-representation of women in senior management and full professorial positions. Thus, for example, in the US and the EU men make up the overwhelming majority of those in senior management (Rectors/Presidents/Vice Chancellors) and in full professorial positions. Variation within and across countries and types of institutions suggests that it is necessary to go beyond explanations for this at the individual level. Drawing on research in the sociology of education; higher education studies; management and leadership studies; gender studies; science and policy studies, and using quantitative data, experimental studies, individual case studies and comparative qualitative studies of HEIs, this article focuses on three discourses which legitimate the under-representation women in senior positions namely excellence, fit and national relevance. It evaluates interventions to deal with this including unconscious bias training, mentoring, gender mainstreaming interventions such as Athena SWAN and ADVANCE and ‘nudging’ leaders to end gender inequality. It concludes that a fundamental transformation of HEIs is required and suggests ways forward.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114527200","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: 28

Beg, borrow, or steal: determinants of student academic misconduct in Ukrainian higher education 乞讨、借用或偷窃:乌克兰高等教育中学生学术不端行为的决定因素

Policy Reviews in Higher Education Pub Date : 2018-09-19 DOI: 10.1080/23322969.2018.1518726

E. Denisova-Schmidt, Yaroslav Prytula, N. Rumyantseva

{"title":"Beg, borrow, or steal: determinants of student academic misconduct in Ukrainian higher education","authors":"E. Denisova-Schmidt, Yaroslav Prytula, N. Rumyantseva","doi":"10.1080/23322969.2018.1518726","DOIUrl":"https://doi.org/10.1080/23322969.2018.1518726","url":null,"abstract":"ABSTRACT Actions underpinned by the lack of academic integrity are increasingly impacting academic processes within the higher education sector around the world. Bribery, plagiarism and other forms of deception that enable students to obtain undeserved grades or degree certificates undermine the purpose and mission of higher education. By drawing on a representative study conducted among 600 students in Ukraine, this paper explores the determinants of several forms of student academic misconduct and provides insights as to which groups of students are more likely to engage in either monetary or non-monetary corruption. Findings show the importance of student's individual variation in one's levels of general corruption perception and moral stance on corruption, as well as the practical constraints on one's time, living conditions, willingness to study independently, gender and size of the city of origin. While paper focuses only on corruption with direct student involvement, it also outlines a research agenda by discussing the importance of second-order corruption, as well as the role of faculty members and administration in student academic misconduct. Findings will be useful for educators, policymakers and other practitioners.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131658918","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: 9

What can policy-makers do with the idea of prestige, to make better policy? 政策制定者如何利用声望来制定更好的政策?

Policy Reviews in Higher Education Pub Date : 2018-07-03 DOI: 10.1080/23322969.2018.1498300

P. Blackmore

引用次数: 5

Human capital investment or academic marginalism? Understanding the influence of political economy on higher education in post-socialist Europe 人力资本投资还是学术边际主义?了解政治经济学对后社会主义欧洲高等教育的影响

Policy Reviews in Higher Education Pub Date : 2018-06-19 DOI: 10.1080/23322969.2018.1485117

Lucia Brajković

引用次数: 3

Integrating refugees into higher education – the impact of a new online education program for policies and practices 将难民纳入高等教育——一个新的在线教育项目对政策和实践的影响

Policy Reviews in Higher Education Pub Date : 2018-06-11 DOI: 10.1080/23322969.2018.1483738

Franziska Reinhardt, O. Zlatkin‐Troitschanskaia, Tobias Deribo, R. Happ, Sarah Nell-Müller

{"title":"Integrating refugees into higher education – the impact of a new online education program for policies and practices","authors":"Franziska Reinhardt, O. Zlatkin‐Troitschanskaia, Tobias Deribo, R. Happ, Sarah Nell-Müller","doi":"10.1080/23322969.2018.1483738","DOIUrl":"https://doi.org/10.1080/23322969.2018.1483738","url":null,"abstract":"ABSTRACT Gaining access to higher education (HE) is a serious concern for refugees. Although studies on the integration and success of refugees in HE are scarce, the challenges associated with this issue as well as its international relevance are becoming apparent. The Success and Opportunities for Refugees in Higher Education (SUCCESS) project was launched to investigate the effectiveness of new online study programs offered through the Kiron Open Higher Education (Kiron) platform, the aim of which is to provide refugees worldwide with the opportunity to access HE. The results of the first project phase based on data from the enrolment process present an extremely heterogeneous sample. The students come from 54 countries around the world and are currently located in over 66 countries; their educational biographies and their language proficiency vary greatly. The described diversity, especially between the different current places of residence, and possible implications for practice and politics are discussed. The evidence from the SUCCESS project indicates that refugee students exhibit significant differences in level of education, and internal and external (pre)conditions and that the successful integration of refugees into HE worldwide requires new approaches to designing effective instructional and assessment methods.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124692063","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: 24

Exploring the potential contribution of college bachelor degree programs in Ontario to reducing social inequality 探索安大略省大学学士学位课程对减少社会不平等的潜在贡献

Policy Reviews in Higher Education Pub Date : 2018-03-28 DOI: 10.1080/23322969.2018.1455532

M. Skolnik, Leesa Wheelahan, Gavin Moodie, Qin Liu, Edmund Adam, D. Simpson

{"title":"Exploring the potential contribution of college bachelor degree programs in Ontario to reducing social inequality","authors":"M. Skolnik, Leesa Wheelahan, Gavin Moodie, Qin Liu, Edmund Adam, D. Simpson","doi":"10.1080/23322969.2018.1455532","DOIUrl":"https://doi.org/10.1080/23322969.2018.1455532","url":null,"abstract":"ABSTRACT During the past two decades community colleges and technical institutes in several jurisdictions, including parts of Canada, the United States and Australia, have been given the authority to award bachelor degrees. One of the motivations for this addition to the mandate of these institutions is to improve opportunities for bachelor degree attainment among groups that historically have been underserved by universities. This article addresses the equity implications of extending the authority to award baccalaureate degrees to an additional class of institutions in Canada’s largest province, Ontario. The article identifies the conditions that need to be met for reforms of this type to impact positively on social mobility and inequality, and it describes the kinds of data that are necessary to determine the extent to which those conditions are met. Based on interviews with students, faculty, and college leaders, it was found that regulatory restrictions on intra-college transfer from sub-baccalaureate to baccalaureate programs and lack of public awareness of a new type of bachelor degree may be limiting the social impact of this reform.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127647113","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: 6

Space, place and institutional effectiveness in higher education 高等教育的空间、地点与制度效能

Policy Reviews in Higher Education Pub Date : 2018-02-26 DOI: 10.1080/23322969.2018.1442243

P. Temple

{"title":"Space, place and institutional effectiveness in higher education","authors":"P. Temple","doi":"10.1080/23322969.2018.1442243","DOIUrl":"https://doi.org/10.1080/23322969.2018.1442243","url":null,"abstract":"ABSTRACT The possible connections between the physical form of a higher education institution and its effectiveness as a site for teaching, learning, scholarship and research have only become explicit, to some extent, from the mid-twentieth century. This may be thought surprising, not least in view of the large proportion of most institutional budgets devoted to creating and maintaining physical fabric. This lack of consideration is now being rectified from both theoretical and operational perspectives. Space and place – the latter conceptualised here as what people make of space – in higher education have come under examination in recent years from philosophical, sociological, pedagogic, architectural, and other perspectives. The conceptual breadth of these perspectives makes it difficult to analyse or to theorise convincingly in a general sense about physical space in higher education – to a greater extent, arguably, than for other overarching determinants of higher education outcomes. I present here some conclusions drawing on current understandings of the meanings of space and place in higher education; how they are seen as interacting (or not) with academic work; and what directions further work in this area might usefully take.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131359708","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: 17

Terrorism and counter-terrorism policy and research in UK universities (1997–2017): an analytic-structural review of the literature and related sources 英国大学的恐怖主义和反恐政策与研究(1997-2017):对文献和相关来源的分析-结构回顾

Policy Reviews in Higher Education Pub Date : 2018-01-02 DOI: 10.1080/23322969.2018.1424561

L. Gearon

{"title":"Terrorism and counter-terrorism policy and research in UK universities (1997–2017): an analytic-structural review of the literature and related sources","authors":"L. Gearon","doi":"10.1080/23322969.2018.1424561","DOIUrl":"https://doi.org/10.1080/23322969.2018.1424561","url":null,"abstract":"ABSTRACT Against a backdrop of acute global terrorist actions and international counter-terrorist initiatives, and newly marked involvement of UK universities in counter-terrorism with the Counter-Terrorism and Security Act 2015, this article reviews a wide multidisciplinary literature to provide a structural analysis of terrorism and counter-terrorism policy and research in UK universities over a 20-year timeframe (1997–2017), identifying three phases in terrorism and counter-terrorism legislative and related policy contexts: temporary; permanent and normative permanence. These three periods correlate with a vast expansion of academic terrorism research which is multidisciplinary, rapidly diversifying and expanding in direct correlation to the intensification of terroristic action. Mindful of a complex context of intensified global terrorism, the article identifies shifting patterns in the aims and manifest impacts of terrorism and counter-terrorism policy and research in UK universities. This article concludes by proposing a working analytic-structural framework for framing the disciplinary-epistemological, institutional and operational impacts on UK higher education of terrorism and counter-terrorism policy and research, including a critical and little explored relationship between universities and security and intelligence agencies.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115109208","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: 10

Reshaping the world order of higher education: the role and impact of rankings on national and global systems* 重塑世界高等教育秩序:排名对国家和全球体系的作用和影响*

Policy Reviews in Higher Education Pub Date : 2018-01-02 DOI: 10.1080/23322969.2018.1424562

E. Hazelkorn

{"title":"Reshaping the world order of higher education: the role and impact of rankings on national and global systems*","authors":"E. Hazelkorn","doi":"10.1080/23322969.2018.1424562","DOIUrl":"https://doi.org/10.1080/23322969.2018.1424562","url":null,"abstract":"ABSTRACT Higher education (HE) is a global enterprise. Its success (or failure) is integral to and a powerful indicator of the knowledge-producing and talent-attracting capacity of nations. But, the landscape in which HE operates today has become extremely complex; there are many more demands and many constituencies, each with an impact on and a voice in shaping HE’s role and purpose. Since the millennium, university rankings have become one of these influencing voices. But, they are no longer about enhancing student choice, but increasingly about the geopolitical positioning for universities and nations. The extent to which they are transforming the relationship between the state and HE, with implications for today, are explored in this article. There are three parts. Part 1 looks at the transformation of rankings from a statistical-technical phenomenon influencing institutional decision-making to being a policy instrument driving competition at institutional, national and global levels. Part 2 examines how rankings have impacted on and altered the relationship between HE and the state, looking at the accountability agenda, and the geopolitics of HE. Finally, Part 3 discusses some implications and options in the context of recent social-political developments, and the challenges they pose to HE.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128127996","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: 40

Tracking the scholarship of teaching and learning 跟踪教学学术研究

Policy Reviews in Higher Education Pub Date : 2018-01-02 DOI: 10.1080/23322969.2017.1390690

Malcolm Tight

引用次数: 50