Search results

Johan Olsen, a well known expert on higher education, asked the following question: "Is Europeanization as disappointing a term as it is fashionable? Should it be abandoned or is it useful for understanding European transformations? It is our assessment that the concept of Europeanization is rather useful, despite being occasionally vague. In fact, its vagueness contributes to the flexibility which the EU member states want to maintain, while they try to achieve common goals through coordination and a process free from regulation and supranational decision-making. The freedom, autonomy and diversity of European higher education have helped the development of one of the most successful and the best-performing systems of higher education worldwide. In only three years, there will be a European Higher Education Area. Present day achievements in higher education are the building blocks of tomorrow's common EHEA. Europeanization is paving the way, we should maintain it and continue with it.

Tremendous changes are affecting the structure and funding of higher education in many countries. This volume attempts to identify and analyze the principles, structural features and modes of work of the different higher education policies operating in eleven countries, as well as their commonalities and differences in the light of both general international trends and country-specific factors. In order to gather the relevant information for the project, national correspondents were provided with an overarching framework to guide them in their work and to ensure maximum comparability of the r

In this paper, it is pointed out that from the time immemorial man is searching ways and means for autonomy, maybe in such matters as spiritual, political, social reformation, discoveries, invention, etc. Autonomy in education is expected to achieve autonomy in other areas of real-life, worldly affairs. In India, the buzz word since the last two decades is autonomy in higher education. We have several models in higher education found and established in Post Graduate (PG) programmes of University, Indian Institute of Technology ( IIT) or Indian Institute of Management ( IIM). These institutions one-way or the other imbibe some elements of autonomy in education. A brief literature review presents some concepts of autonomy and their scope of implementation as perceived worldwide. It is pointed out that the concept of autonomy is being tried out since many decades and researchers have made some proposals to have a better perception of autonomy. An overview of autonomy in higher education in India is presented, as viewed either by UGC or Vice-Chancellors. The author has proposed that a teacher (referred to as a roaming university) is the first link in education chain to be autonomous in a real sense followed by autonomy at such levels as university/institution, management, regulatory bodies, and then at the national level. The author has made some suggestions for each level for inculcating autonomy. For instance, some suggestions are clear national policy, least regulations, reformulation of laws, autonomous management, autonomous institutions awarding degrees, five years teacher's tenure, lean system, etc. The article will be of interest to all autonomous personnel concerned.

Presented is an overview of the complex decision-making process determining policies affecting higher education in the US. Postsecondary education is characterized by intense diversity; illustrative issues are presented from the institutional, state, national, & transnational levels. A number of different visions of what the U should be have been combined to produce the US U's modern form. W. H. Stoddard.

Text from van Zanten A., Legavre A. "Engineering access to higher education through higher education fairs", in Goastellec G., Picard F. (ed.) The Roles of Higher Education and Research in the Fabric of Societies, Leuven, Sense Publishers, 2014 (in press). Transition to higher education is a major social process. This transition has been mostly studied by French sociologists of education and higher education from perspectives focusing predominantly on the role of the socio-economic status, academic profiles and different tracks followed by secondary school students (Merle 1996, Duru-Bellat and Kieffer 2008, Convert 2010), and, to a lesser extent, on the types of secondary schools attended (Duru-Bellat and Mingat 1998, Nakhili 2005) and the local higher education provision (Berthet et al. 2010, Orange 2013). Although these structural determinants play a major role in explaining significant regularities, they provide more powerful explanations for individuals representing the extremes of the different variables considered, leaving room for the influence of other major factors for those students in intermediate situations. In addition, even in the case of students occupying extreme positions, structural perspectives better explain the distribution of students between different higher education tracks than they do between institutions and disciplines. In this chapter, we adopt a perspective that we see as complementary to and interacting with the perspective centred on structural determinants by focusing on the role of the devices that mediate the exchanges between students and higher education institutions, and more specifically on one device: higher education fairs. Our purpose in doing so is not only to document how these various devices frame, in ways that remain largely unexplored by researchers, exchanges between providers and consumers of higher education but also to point out - and further explore in future publications - how these devices, and the specific features of fairs, contribute to the reproduction and transformation of educational inequalities in access to higher education (Benninghoff et al. 2012).

Text from van Zanten A., Legavre A. "Engineering access to higher education through higher education fairs", in Goastellec G., Picard F. (ed.) The Roles of Higher Education and Research in the Fabric of Societies, Leuven, Sense Publishers, 2014 (in press). Transition to higher education is a major social process. This transition has been mostly studied by French sociologists of education and higher education from perspectives focusing predominantly on the role of the socio-economic status, academic profiles and different tracks followed by secondary school students (Merle 1996, Duru-Bellat and Kieffer 2008, Convert 2010), and, to a lesser extent, on the types of secondary schools attended (Duru-Bellat and Mingat 1998, Nakhili 2005) and the local higher education provision (Berthet et al. 2010, Orange 2013). Although these structural determinants play a major role in explaining significant regularities, they provide more powerful explanations for individuals representing the extremes of the different variables considered, leaving room for the influence of other major factors for those students in intermediate situations. In addition, even in the case of students occupying extreme positions, structural perspectives better explain the distribution of students between different higher education tracks than they do between institutions and disciplines. In this chapter, we adopt a perspective that we see as complementary to and interacting with the perspective centred on structural determinants by focusing on the role of the devices that mediate the exchanges between students and higher education institutions, and more specifically on one device: higher education fairs. Our purpose in doing so is not only to document how these various devices frame, in ways that remain largely unexplored by researchers, exchanges between providers and consumers of higher education but also to point out - and further explore in future publications - how these devices, and the specific features of fairs, contribute to the reproduction ...

Higher Education in America is a landmark work--a comprehensive and authoritative analysis of the current condition of our colleges and universities from former Harvard president Derek Bok, one of the nation's most respected education experts. Sweepingly ambitious in scope, this is a deeply informed and balanced assessment of the many strengths as well as the weaknesses of American higher education today. At a time when colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation, Bok provides a thorough examination of the entire system, public and private, from community colleges and small liberal arts colleges to great universities with their research programs and their medical, law, and business schools. Drawing on the most reliable studies and data, he determines which criticisms of higher education are unfounded or exaggerated, which are issues of genuine concern, and what can be done to improve matters. Some of the subjects considered are long-standing, such as debates over the undergraduate curriculum and concerns over rising college costs. Others are more recent, such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Offering a rare survey and evaluation of American higher education as a whole, this book provides a solid basis for a fresh public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline

Review of the literature: p. 155-161 ; Bibliography: p. 162-170 ; Mode of access: Internet.