Suchergebnisse

The Lithuanian system of higher education should be diversified so as to match students' potential talents with the university offerings. In Europe, almost eighty per cent of graduates feel that they work in an international environment. This calls for English to be used at least in Masters programmes, as well as for some internationally oriented Bachelor studies. Rather than spend money in political and economic cooperation on translators, we need to produce graduates who are fluent in English next to their mother tongue. A wider usage of the English language in university studies will create more favourable conditions for teacher and student exchange and will encourage young people from abroad to enter Lithuanian universities.

The Lithuanian system of higher education should be diversified so as to match students' potential talents with the university offerings. In Europe, almost eighty per cent of graduates feel that they work in an international environment. This calls for English to be used at least in Masters programmes, as well as for some internationally oriented Bachelor studies. Rather than spend money in political and economic cooperation on translators, we need to produce graduates who are fluent in English next to their mother tongue. A wider usage of the English language in university studies will create more favourable conditions for teacher and student exchange and will encourage young people from abroad to enter Lithuanian universities.

"In der VR China bekommen in diesem Jahr voraussichtlich 60% der Hochschulabsolventen keinen Arbeitsplatz. Durch den Beschäftigungsdruck entsteht steigendes Unruhepotenzial. Im Juni 2006 kam es bereits zu schweren Studentenprotesten. Nach Vorlage des Bildungsberichtes im Mai 2006 reagiert die chinesische Regierung darauf mit institutionellen Reformen des Hochschulsystems. Aufgrund der zu erwartenden hohen Arbeitslosenzahlen unter Hochschulabsolventen und der Gefahr weiterer Studentenproteste will die chinesische Regierung die Hochschulzugangsraten erstmals seit 1999 beschränken und sich stattdessen auf die Steigerung der Bildungsqualität konzentrieren. Die Hochschulpolitik zielte bislang vor allem auf die Verbesserung der Infrastruktur ab. In den 1990er-Jahren erfuhr das chinesische Hochschulwesen eine enorme Expansion. Die Studentenzahl verdoppelte sich zwischen 1995 und 2000. Auf dem Arbeitsmarkt herrscht jedoch ein 'mismatch' zwischen Angebot und Nachfrage. Die Qualifikationen der Hochschulabsolventen entsprechen nicht den Bedürfnissen des Arbeitsmarktes. Die Regierung läutet daher einen Richtungswechsel in der Hochschulpolitik ein. Die Expansionsgeschwindigkeit soll in Zukunft stärker durch Zugangsbeschränkungen kontrolliert werden. Zugleich werden bildungspolitische Maßnahmen diskutiert, um die Hochschulabsolventen besser in den Arbeitsmarkt integrieren zu können." (Autorenreferat)

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of figures -- Series editors' foreword -- Preface -- List of abbreviations -- Chapter 1: Introduction: Mapping the monograph -- "Reality congruent" with critical realism -- Norbert Elias' figurational sociology -- The globalising process -- Structure/agency -- I-we balance -- The case study method -- The case study method of the monograph -- The seven core findings -- Chapter 2: Setting the scene for Super Global -- Introduction -- Japan's higher education system -- The University of Tsukuba wins Super Global funding -- The University of Tsukuba -- The Super Global university project -- The University of Tsukuba's Super Global project -- Analytical framework -- Chapter 3: Globalisation and convergence -- Globalisation and convergence -- Competing interpretations of globalisation -- Definitions of globalisation -- Kerr et al. on convergence and management styles -- Emergent global culture -- Chapter 4: The labour market and transition to work in Japan -- Youth transitions as a concept in social science research -- The recruitment and hiring process in Japan -- Trends and needs in the Japanese labour market -- Gendered trajectories -- Chapter 5: The Japanese university and international competition -- Critiques of the Japanese university system -- Function of the university in Japanese society -- Quality assurance: an obstacle to harmonisation -- Internationalisation and the limits of mutual understanding -- International competition -- Internationalisation as a concept in Japan -- Chapter 6: Mapping the framework for analysis of university operations -- The global human resources survey -- Background and method -- Organisational management: English section leadership -- Policy translation: Coordinated curriculum and TOEFL.

International audience ; The purpose of this article is to make a brief historical review of university policy in Venezuela. University policy in Venezuela has been preceded by the Colonial University, but more specifically arises from the reform of 1827. Universities are essentially political entity. Universities are not only spaces for training and training of professionals required by the nation. Universities reflect the society to which they belong. When it is referring to the Venezuelan university policy we are referring to the policies of the respective states and governments regarding the role that universities should play in the development of the country. We try to answer the questions: How was the relationship between governments and universities ?, Has been a university policy in Venezuela ?, How have the principles of equality, democracy and autonomy in universities ?, Who rules in universities? What and who investigate ?, How and who measures the university quality? ; El propósito de este artículo es hacer una breve revisión histórica de la política universitaria en Venezuela. La política universitaria en Venezuela tiene como antecedente la Universidad Colonial, pero surge más concretamente a partir de la reforma de 1827. Las universidades son un ente fundamentalmente político. Las universidades no son solamente espacios para el adiestramiento y formación de los profesionales que requiere la nación. Las universidades reflejan a la sociedad a la que pertenecen. Cuando se refiere a la política universitaria venezolana estamos haciendo referencia a las políticas de los respectivos estados y gobiernos en relación al papel que debe jugar las universidades en el desenvolvimiento del país. Pretendemos responder a las preguntas: ¿cómo ha sido la relación entre los gobiernos y las universidades?, ¿Ha existido una política universitaria en Venezuela?, ¿Cómo han evolucionado los principios de equidad, democracia y autonomía en las universidades?, ¿Quién manda en las universidades?¿Qué y quiénes investigan?, ...

The purpose of this article is to make a brief historical review of university policy in Venezuela. University policy in Venezuela has been preceded by the Colonial University, but more specifically arises from the reform of 1827. Universities are essentially political entity. Universities are not only spaces for training and training of professionals required by the nation. Universities reflect the society to which they belong. When it is referring to the Venezuelan university policy we are referring to the policies of the respective states and governments regarding the role that universities should play in the development of the country. We try to answer the questions: How was the relationship between governments and universities ?, Has been a university policy in Venezuela ?, How have the principles of equality, democracy and autonomy in universities ?, Who rules in universities? What and who investigate ?, How and who measures the university quality? Keywords: universities, politics, education, autonomy, equality, democracy. ; El propósito de este artículo es hacer una breve revisión histórica de la política universitaria en Venezuela. La política universitaria en Venezuela tiene como antecedente la Universidad Colonial, pero surge más concretamente a partir de la reforma de 1827. Las universidades son un ente fundamentalmente político. Las universidades no son solamente espacios para el adiestramiento y formación de los profesionales que requiere la nación. Las universidades reflejan a la sociedad a la que pertenecen. Cuando se refiere a la política universitaria venezolana estamos haciendo referencia a las políticas de los respectivos estados y gobiernos en relación al papel que debe jugar las universidades en el desenvolvimiento del país. Pretendemos responder a las preguntas: ¿cómo ha sido la relación entre los gobiernos y las universidades?, ¿Ha existido una política universitaria en Venezuela?, ¿Cómo han evolucionado los principios de equidad, democracia y autonomía en las universidades?, ¿Quién manda en las universidades?¿Qué y quiénes investigan?, ¿Cómo y quién mide la calidad universitaria? Palabras claves: universidades, política, educación, autonomía, equidad, democracia.

Ottaen huomioon Maailmanpankin taloudellista kehitystä edistävä globaalin koulutuspolitiikan ohjelma, jotkut Afrikan maat ovat kokeneet vuodesta 1981 lähtien monenlaisia haasteita koulutus- ja kehitysapupolitiikassaan yrittäessään saavuttaa niissä asetetut tavoitteet. Tämän tutkimuksen tavoitteena on edistää tutkimusta ja keskustelua tietotalouden ja yrittäjämäisen yliopiston politiikkatavoitteista, joilla pyritään edistämään Kamerunin taloudellista kehitystä. Tutkimus tarkasteli erityisesti Buean yliopiston tietotalouden ja yrittäjämäisen yliopiston politiikkatavoitteisiin liittyviä prosesseja, joilla tavoiteltiin Kamerunin taloudellista kehitystä vuosina 1993–2016. Näin tehdessään tutkimus kiinnitti huomiota relevantteihin tutkimuskirjallisuudessa oleviin aukkoihin ja tarkasteli julkisten menojen paikkaa näissä koulutuspolitiikan ohjeistoissa. Kansainvälisen regiimiteorian ja institutionaalisen teorian lisäksi keskustelu uusliberalistisista ja globaaleista koulutuspolitiikan kysymyksistä, liittyen kumpaankin politiikkatavoitteeseen, asetti puitteet Buean yliopistossa toteutetulle empiiriselle tutkimukselle. Anti-positivistinen (post-positivistinen) filosofinen/teoreettinen lähestymistapa – kriittinen realismi ja historismi – tutkijan subjektiivisuus ja kontekstin merkitys ohjasivat tutkimusta. Tutkimuksessa sovellettiin tapaustutkimuksen strategiaa sisältäen politiikkatavoitteiden empiirisen tutkimuksen Buean yliopistossa. Buean yliopisto valittiin harkinnanvaraista otantaa käyttäen, jotta ilmiön kompleksisuus Kamerunin julkisissa yliopistoissa pystyttiin ottamaan haltuun asianmukaisella tavalla. Aineistoina käytettiin puolistrukturoituja haastatteluja, dokumentteja ja muita julkaisuja. Haastateltaviksi valittiin yliopiston opettajia ja tutkijoita, ylintä johtoa sekä hallinnollista tukihenkilöstöä. Haastattelut toteutettiin helmi-maaliskuussa 2016 ja ne käsittelivät ensi sijassa rahoitusta, tutkimusta, yhteistyötä, yleisiä johtamisen prosesseja ja toimintoja, jotka liittyivät tutkittaviin politiikkatavoitteisiin. Aineiston analyysissä käytettiin sekä deduktiivista että induktiivista temaattista analyysiä. Tutkimustulokset osoittivat, että vähentynyt ja epäsäännöllinen julkinen rahoitus Buean yliopistolle on heikentänyt sen kykyä toimia tehokkaasti tietotalouden ja yrittäjämäisen yliopiston politiikkaideoiden kehyksessä. Yliopiston vaikea taloudellinen tilanne on vaikuttanut olennaisesti siihen, ettei yliopistolla ole ollut kapasiteettia tiedon tuottamiseen ja sen valorisointiin, levittämiseen ja soveltamiseen. Se on yhtä lailla vastuussa siitä, että useat yliopiston institutionaaliset prosessit on alistettu järjestelmätason korkeakoulupolitiikan vaikutuksen alaiseksi hallintorakenteessa, jossa yliopiston keskushallinto, tiedekunnat ja akateemiset laitokset ovat korkeakouluministeriön täyden kontrollin alla – johtaen rajoitteisiin yliopiston yhteistyöpyrkimyksissä. Tämän seurauksena yliopiston sitoutuminen korkeakouluministeriöön perustuu poliittiseen riippuvuussuhteeseen julkisesta rahoituksesta. Yliopiston kumppanuudet ja yhteistyö ulkoisten sidosryhmien kanssa perustuu riippuvuuteen apurahoista ja muusta tuesta sen toiminnoille. Tutkimuksen johtopäätöksenä on, että globaalin koulutuspolitiikan strategiat talouden kehittämiseksi voivat olla mahdollinen ohjauksen muutoksen ja hämmennyksen lähde vastaanottajamaiden koulutusjärjestelmissä. Tietotalouden ja yrittäjämäisen yliopiston politiikkatavoitteet ovat tuoneet kompleksin suhteen Kamerunin korkeakouluministeriön ja julkisten yliopistojen välille, saaden aikaan uusia ja hämmennystä aiheuttavia ulottuvuuksia maan julkisten yliopistojen ominaisuuksissa. Järjestelmätason politiikan sekaantuminen Buean yliopiston johtamisprosesseihin – esimerkiksi Maailmanpankin politiikkatavoitteiden pohjalta – on heikentänyt yliopiston johtamisprosesseja ja missiota (yliopiston autonomian puitteissa), jotka tavoittelevat sen vision saavuttamista. Tämä tutkimus loi mahdollisuuden tutkia uudelleen julkisen yliopiston johtamisen ja korkeakoulutuksen hallintorakenteen välisen suhteen luonnetta taloudelliseen kehitykseen tähtäävien politiikkavalintojen ja institutionaalisten prosessien suhteen. Tutkimus myös ehdottaa, että Buean yliopiston tulisi vahvistaa tahtoaan saavuttaa sisäistä organisatorista tehokkuutta, sisäisiä ja ulkoisia olosuhteitaan painottaen, pyrkiessään saavuttamaan visiotaan ja tavoitteitaan. ; Given the World Bank's global education policy agenda for economic development, some African countries have, since 1981, experienced a wide range of challenges in their education and development aid policies aiming to reach the set goals. This study sought to contribute to the research and debate on knowledge economy and entrepreneurial university policy objectives aimed towards the economic development of Cameroon. Specifically, it examined the responses, that is, the processes of the University of Buea in relation to knowledge economy and entrepreneurial university policy objectives aimed towards the economic development of Cameroon from 1993 to 2016. In doing so, the study paid attention to relevant gaps in the existing literature and examined the place of public expenditure in these education policy prescriptions. In addition to international regime and institutional theories, a discussion on neoliberalism and global education policy issues, in relation to both policy prescriptions, set the scene for the empirical inquiry conducted at the University of Buea. Generally, a non-positivist (post-positivist) philosophical/theoretical approach—critical realism and historicism—subjectivity of the researcher and significance of context, informed the study. A case study design was applied, involving empirical inquiry of the policy objectives at the University of Buea, which was purposively selected in order to adequately capture the complexity of both phenomena at public universities in Cameroon. Data were collected through semi-structured interviews as well as reviews of documents and other publications. The interviews were conducted with identified respondents, including academics, top management and administrative support staff at the university. They focused primarily on funding, research, collaboration and general management processes and activities that are in line with the policy objectives under study. The exercise took place in the months of February and March of 2016. Data collected for the study were analysed through the use of both deductive and inductive thematic analytic approaches. The research revealed that reduced and irregular public expenditure for the University of Buea has weakened its ability to effectively function within the framework of knowledge economy and entrepreneurial university policy ideas. The university's difficult financial situation has been fundamental for its lack of effective capacity for knowledge production and its valorisation, dissemination and application. It is equally responsible for submitting much of its institutional processes under great influence of system-wide higher education policies enabled by a governance structure that has submerged its central administration, faculties and academic departments under the full control of the Ministry of Higher Education— leading to a constrain on its collaborative endeavours. Consequently, its engagement with the government is premised on a political dependency relationship for public expenditure. With external stakeholders, its partnership and collaborative endeavours are based on dependency for grants and other forms of support for its activities. The study concludes that global education policy strategies for economic development could be a potential source of diversion and confusion in the national education systems of recipient countries. Knowledge economy and entrepreneurial university policy prescriptions have introduced a complex type of relationship between Cameroon's higher education governance structure and its public universities, giving rise to new and confusing dimensions in the character of the public university in the country. The interference of system-wide policies in the management processes of the University of Buea—on the basis of policy prescriptions of the World Bank, for example—have undermined the university's management processes and mission objectives (within the framework of its autonomy) aimed towards achieving its vision. Hence, this study creates an opportunity for re-examining the nature of the relationship between the public university management and the higher education governance structure regarding policy choices and institutional processes aimed towards economic development. It also suggests the need for the University of Buea to develop the desire to achieve internal organisational efficiency, with a focus on its internal and external circumstances, while striving to reach its specific vision and goals.

Auf dem Forum für Lehre zum Thema "Hochschulpolitik" wurde kritisch hinterfragt, ob in Europa wirklich eine Einheitsuniversität notwendig ist. Weitere Fragen lauteten: Welche Stimmen haben die Wissenschaftler Europas noch im Bologna-Prozess? Kann die derzeitige Universitätsreform mit ihrer Absicht der allgemeinen Vereinheitlichung tatsächlich jene vielfältige Wissensgesellschaft hervorbringen, die Europa den Spitzenplatz im globalen Wettbewerb verschaffen kann? Brauchen wissenschaftliche Leistungen nicht besondere Bedingungen mit einem Klima von geistiger Inspiration und Offenheit, die nur durch eine freie und vielseitige Entwicklung von Forschung und Lehre garantiert werden können? Der vorliegende Beitrag enthält einen Überblick und zusammenfassende Kommentare zu folgenden Vorträgen des Forums sowie zur abschließenden allgemeinen Diskussion: "Kompetenzvernichtung und Entdemokratisierung als Reform" (Karl-Siegbert Rehberg), "Das Ende der Freiheit der Wissenschaften" (Reinhard Blomert), "Privatisierung der Allmende" (Elisabeth Meyer-Renschhausen), "Förderung intrinsischer Motivation" (Paul Kellermann) und "Die neue Bildungskatastrophe" (Heinz Steinert). (ICI2)

Introduction. The United States' and Soviet Union's respective Americanization and Sovietization of other countries' universities during the Cold War were motivated by political fear.

Methods. While realism often accentuates political fear as a driver of hard-lined policy, this paper embraces cooperative policy of states changing their initial political goals in order to appease target states. The comparative analysis and system approach are applied in the research.

Analysis. Cases from Guatemala and Cuba make it evident that Washington and Moscow had to restrain and revise their projects at universities in order to maintain friendly political relations with the elite of their target governments. This paper explores the US policy at the University of San Carlos in Guatemala and the Soviet policy at the University of Havana in Cuba during the Cold War. The academic community's resistance to and sabotage of the transformations of the universities' national traditions and the fear that their strategic partners could interrupt the cooperation forced Washington and Moscow to curtail their Americanization and Sovietization. Local academics were able to abandon the superpowers' projects and reforms. The University of San Carlos rejected the establishment of social extension projects and the revisions of various courses suggested by American experts, and the University of Havana rejected the introduction of ideology-oriented disciplines of the Soviet model.

Results. Political fear and the policy of appeasement led to neither the United States nor the USSR being able to achieve the Americanization or Sovietization of the target universities.

Die Soziologie ist gegenwärtig an mindestens 14 Hochschulen von Sparmaßnahmen oder Umstrukturierungen, z.B. durch Einstellung von Studiengängen, Nichtbesetzung von Professuren oder Fusion, betroffen. Es handelt sich um die FU Berlin, die TU Berlin, die Universitäten Bonn, Duisburg-Essen, die Fernuniversität Hagen, die Universität Hamburg, die TU Hannover, die Universitäten Kiel, Konstanz, Münster, Potsdam, Saarbrücken, Siegen und Wuppertal. Im Nachbarfach Politikwissenschaft sind die TU Berlin, die Universität Dortmund und die Universität München in der Diskussion. Ferner sind auch außeruniversitäre Forschungseinrichtungen betroffen, z.B. in Nordrhein-Westfalen durch Streichung des Landeszuschusses für das ISO Institut zur Erforschung sozialer Chancen in Köln (was zu dessen Schließung geführt hat) und durch Kürzung des Zuschusses für das IAT Institut Arbeit und Technik in Gelsenkirchen. Der Autor nimmt diese aktuelle Entwicklung, welche tendenziell auch andere geistes- und gesellschaftswissenschaftliche Fächer betrifft, zum Anlass, um die hochschulpolitischen Rahmenbedingungen des Faches zu beleuchten. Er geht überwiegend auf die Entwicklung in NRW ein und beschreibt die Situation in den Bereichen von Studium, Forschung, Organisation, Personal und finanzieller Mittelverteilung sowie Evaluation und Controlling. Er diskutiert ferner den zukünftigen Stellenwert des Fachs Soziologie und seiner Selbstorganisation als Handlungsfeld. (ICI2)

One of the major areas of focus in public administration discipline is policy monitoring and evaluation. This paper focuses on how this is understood in selected indigenous communities in South Africa. The current public administration curriculum content taught in Universities hardly recognises and reflects bits of practices and realities of indigenous communities, especially in conducting policy monitoring and evaluation. The paper unearths the origins and current state of public administration content curriculum updates taught in selected higher institutions of learning, with specific reference to policy monitoring and evaluation. The article further sought to understand public administration discipline content curriculum alignment with South Africa's contextual realities in selected indigenous communities of the Eastern Cape. Using explorative research, the study discovered that the teachings of public administration hardly reflect the realities among the indigenous communities. This presents public administration discipline to be epistemic universal instead of being epistemic diverse. The conclusion is that as much as African scholars learn from their European counterparts, all forms of knowledge ought to be documented and amalgamated into curriculum content. It is critical, therefore, that a hybrid will be suitable for policy monitoring and evaluation. In addition, indigenous policy monitoring and evaluation knowledge should be accredited and included in the curriculum content of public administration discipline.