575 publications from this institution
There is a worldwide tendency to develop High Participation Systems (HPS) in higher education, systems that enrol more than 50% of the age cohort. In the last 15 years there has been a remarkable surge in enrolment into higher education. The tendency is not confined to wealthy countries.
"The new higher education landscape" published on 01 Jan 2007 by Brill.
Academic freedom is best understood not as an abstract universal principle or an ideal state of being but as concrete university practices nested in specif
Science, technology, engineering and mathematics (STEM) education and research are increasingly recognized globally as fundamental to national development and productivity, economic competitiveness and societal wellbeing. There has been a global turn to STEM that is clearly evident in government efforts worldwide to elaborate STEM policy governing school science and mathematics, and tertiary level education and research in the STEM disciplines. This shift is also reflected in emerging research priorities that are most frequently conceived in STEM terms, underpinned by commitments to internationalization and multidisciplinarity. This chapter explores STEM policies and programs from an international perspective extending from the Anglosphere, East Asia, Western Europe and Latin America to the Middle East. We identify discernible trends and parallels regarding government STEM policy and structural responses, school and tertiary level STEM education participation, comparative performance measured by international assessments such as PISA and TIMMS, STEM research and innovation, and issues concerning gender and under-represented groups. The chapter examines various programs and solutions including school-level curriculum and pedagogy reform to enhance science and mathematics participation and performance, teaching-related initiatives, and strategies at the tertiary-level to redress current systemic disparities.
We're basically seen as cash cows and that's something that should change.~ male, 33, PhD in medicine, Spain
Questions of diversity between higher education institutions, and the other side of the coin which is convergence between institutions (sameness, homogeneity), are tricky but important. Diversity and its absence are difficult to define and measure. Yet they shape the potential of the student experience, and the limits of innovation in research and teaching. In an era in which student-centred learning has been foregrounded, the question of the range of educational choices should be of central interest to policy makers. The conventional view is that following the deregulation of missions and course mix, now determined by universities themselves, and with the growing role of market mechanisms such as tuition fees and competition, institutions are being rendered ‘naturally’ responsive to students. Diverse student needs will become matched by diversity in provision, so that over time a greater variety of higher education will emerge. As Meek and Wood put it:
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Anglophone societies in which the sovereign individual is primary vis and vis social relations, and policy focuses on economic competition and consumption in education, find it hard to grasp non-pecuniary outcomes in higher education. These include the self-formation of students as persons and collective goods like knowledge, technological capability, social inclusion, political connectedness, tolerance and global understanding. While other cultures generate insights into non-pecuniary outcomes, the paper focuses critically on meanings of ‘public’ in English: (1) public as state, (2) public good as universal well-being, (3) public as inclusive-communicative as in ‘public opinion’, (4) public and private goods in economics. None of these meanings of ‘public’ enables the resolution of the non-pecuniary outcomes of higher education. The paper tackles four central questions. First, why is there an undue emphasis on the individual and individualised pecuniary benefits, vis a vis social relations, in Euro-American and especially Anglophone societies? Second, can these societies strengthen public or common goods by augmenting the state in higher education? Third, what other practices of public and common might advance non-pecuniary outcomes? Fourth, how to advance collective outcomes beyond the nation-state? The paper finds that while Anglophone public good is constrained by the state in capitalist society, higher education’s role in the production and distribution of common good through primarily local networks, while also pressuring central states to provide support, offers a promising way forward.
Advancement in the arts and sciences is a primary driver of economic production and social policy in post-industrial societies. Imagination steps back ...
This paper maps the global dimension of higher education and associated research, including the differentiation of national systems and institutions, while reflecting critically on theoretical tools for working this terrain. Arguably the most sustained theorisation of higher education is by Bourdieu: the paper explores the relevance and limits of Bourdieu's notions of field of power, agency, positioned and position‐taking; drawing on Gramsci's notion of hegemony in explaining the dominant role played by universities from the United States. Noting there is greater ontological openness in global than national educational settings, and that Bourdieu's reading of structure/agency becomes trapped on the structure side, the paper discusses Sen on self‐determining identity and Appadurai on global imagining, flows and 'scapes'. The dynamics of Bourdieu's competitive field of higher education continue to play out globally, but located within a larger and more disjunctive relational setting, and a setting that is less closed, than he suggests.
This book summarises and analyses the major issues in Australian education policy today: the relationship between education and work; the reform of higher education and vocational training; outputs and resources; class sizes; the role of government and the public-private debate in schooling. It also examines the main economic theories about education, including human capital theory and free market theory, and finds them seriously inadequate as a basis for policy. The author argues that economic rationalism has installed a free market agenda at the heart of public education policy, with deep consequences for the academic and democratic development of Australia's citizens.
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In a given exercise we both can and should preserve comparative clarity, distinctness, and fixity, but the thought-material we are coercing never fully acquiesces in our fixations, and forces endless revision upon us no matter how we seek to withstand this.Foreword to Hegel's Logic (1830), by J.N, Findlay (1975), pp. xv–xvi.
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Hegemonía en la era del conocimiento analiza el ámbito global de la educación superior y la investigación como un campo de poder caracterizado por la desigualdad y la estratificación, en el que las universidades de investigación de Estados Unidos ejercen un predominio hegemónico. Además de su gran concentración de prestigio, recursos económicos, talento humano, infraestructura de investigación y producción de conocimientos, las universidades de investigación de élite ejercen poder sobre otras instituciones y sistemas debido a su influencia en el diseño de las políticas y agendas de la educación superior y a su cercanía con los centros de poder financiero y político. Asimismo, gracias a su primacía en el ámbito de la investigación, tienen la capacidad de delimitar el propio campo del conocimiento y construir los puntos de vista dominantes en la educación superior, conformando así los resultados y procesos aceptables, así como los estándares y normas predominantes.
