Suchergebnisse

En este trabajo analizamos cómo el MERCOSUR configura proyectos de gobernanza para la educación superior y, al hacerlo, la política territorial del Estado es sobrepasada. Así, las agencias nacionales están elaborando una densa red de regulaciones que afectan a las instituciones y a los actores universitarios como resultado del desarrollo de funciones transnacionales. Para comprender estos fenómenos, se utiliza el enfoque del regionalismo regulatorio, a lo que se sumaron reflexiones de los estudios de procesos de difusión de Políticas. Se procede al estudio en profundidad de las políticas regionales para la educación del MERCOSUR desde la conformación del SEM (1991) a nuestros días (2015). Argumentamos que es posible identificar tres proyectos de gobernanza para la educación superior. ; Fil: Perrotta, Daniela Vanesa. Universidad de Buenos Aires. Facultad de Filosofia y Letras. Instituto de Investigación en Ciencias de la Educación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

This study examined the effects of governance in higher education on the changing structures of universities, focusing on three major aspects: the marketization of higher education, new circuits of academic capitalist knowledge, and the quality of higher education. To do so, the study employed time-series-cross-sectional (TSCS) data analysis with random effects models. The primary focus was to conduct empirical research utilizing comparative indicators and analytical tools for cross-national analysis, and to complement existing qualitative studies on the changing nature of universities. The results suggest the following: First, reductions in public subsidies for higher education may encourage higher education institutions to enter into market activities. Second, the results provide evidence that new circuits of knowledge, namely, academic capitalist knowledge regimes, are more highly associated with market activities such as university–industry collaboration and R&D performance compared to public good knowledge regime. Third, the results suggest that quality of higher education institutions is positively correlated with both public subsidies in higher education and university-industry collaboration.

Governance in Specific Higher Education Systems (3) -- M. Foroni: Governance in the Italian Higher Education System -- 1. Basic Information -- 2. Participation in the Bologna Process -- 3. System Level Governance: Parliament, Government and Other National Players -- 4. Stakeholder Involvement: Rectors Conference, Students, Staff and Employers' Organizations -- 5. Policy and Policy Instruments -- 6. Institutional Level Governance -- 7. Research Policies -- Q. A. Dang & D. C. Nguyen: Governance in Vietnamese Higher Education -- 1. Basic Information -- 1.1 Introduction -- 1.2 Number of Higher Education Institutions -- 1.3 Number of Students and Academic Staff -- 1.4 Types of Higher Education Institutions -- 2. System Level Governance -- 2.1 Central Structures -- 2.2 Other Public Structures -- 3. Policy and Policy Instruments -- 3.1 Policy -- 3.2 Legislation -- 4. Financing Higher Education and Research -- 4.1 Funding for Education (Teaching and Learning) -- 4.2 Funding for Research and Hi-Tech Parks -- 5. Institutional Level Governance -- 5.1 Organisational Structure -- 5.2 Internal Governance Structure -- 6. Ongoing and Upcoming Reforms -- L. Un & S. Sok: Higher Education Governance in Cambodia -- 1. Basic Information -- 2. System Level Governance -- 2.1 Government Structures -- 2.1.1 Competencies of the parliament -- 2.1.2 Competencies of the government -- 2.2 Other Public Structures and Participation of Stakeholders -- 2.2.1 Accreditation and quality assurance -- 2.2.2 Other public structures and mechanisms -- 2.2.3 Other stakeholder structures and participation in system governance -- 2.3 Policy and Policy Instruments -- 2.3.1 The Constitution and legislation -- 2.3.2 Policy on higher education -- 2.4 Public Funding of Teaching and Research -- 3. Institutional Level Governance -- 4. Upcoming HE Reforms

This paper calls for a more detailed study of social practices in the analysis of governance failures. Using the Woolf report on the breakdown of governance at the London School of Economics as a case study and Wittgenstein's notion of language games as an analytic lens, the author argues that widely used institutional and structural theories of governance are necessary but not sufficient to explain how governance works and why it fails. It is also necessary to understand, through a detailed micro-analysis of talk and action, the contingent social practices occurring within and outside these structures. This matters because structural accounts of governance tend to present solutions as changes in structures, standards and procedures or measures to make academics comply with these. A language games framing, in contrast, suggests that it matters less what form the structures of governance take than the extent to which they allow effective deliberation on the numerous contradictions and paradoxes that make up their day-to-day work. The paper concludes that those charged with governing universities should maximise opportunities for individuals and groups to deliberate on, and 'muddle through', the multiple and conflicting demands and accountabilities that characterise contemporary higher education.

"Call for Leadership and Governance" -- "J. Kohler: Concept of Understanding of (Good) Leadership and (Good) Governance" -- "1. Call for (Good) Governance and (Good) Leadership" -- "1.1 Political Expectations and Demands, Predicaments and Options" -- "1.2 Technical Paradigm Shift – New Public Management" -- "1.3 Call for Autonomy – Responsibility and Accountability as Consequences" -- "1.4 Governance and Leadership as Joint Desiderata" -- "2. Governance" -- "2.1 Approach to the issue" -- "2.2 Short Definition" -- "2.3 Complex Definition" -- "2.4 Values and Alternatives" -- "2.5 Concrete Issues" -- "3. Leadership" -- "3.1 Approach to the Issue" -- "3.2 Short Definition" -- "3.3 Complex Definition" -- "3.4 Values and Alternatives" -- "3.5 Concrete Issues" -- "4. Linking and Embedding Governance and Leadership in Expert Organizations and Societal Culture" -- "[1] Barzelay, M. (2001): The New Public Management: Improving Research and Policy Dialogue." -- "[2] Bergan, S. (Ed.) (2004): The University as Res Publica: Higher Education Governance, Student Participation and the University as a Site for Citizenship. Council of Europe higher education series No. 1. Strasbourg" -- "[3] Clark, B. (1983): The Higher Education System – Academic Organisations in Cross-National Perspective. Berkeley" -- "[4] Coaldrake, P.: Stedman, L. (1999): Academic Work in the Twenty-First Century: Changing Roles and Policies. Occasional paper series, Higher Education Division, Department of Education, Training and Youth Affairs, Australia." -- "[5] Fried, J. (2005): "Higher Education Governance in Europe: Autonomy, Ownership and Accountability – A Review of the Literature." In: Kohler, J

The rise of the global economy, where social and economic development are driven by knowledge coupled with the information and technology revolution, signifies that tertiary education everywhere cannot continue with business as usual. The hope is that by creating, applying and disseminating new ideas and technologies to greater numbers, higher education systems will graduate a skilled, flexible and productive work force. The scope of the study includes primarily the governance and management system across the Higher Education (HE) sector in Odisha; the current Quality Assurance System (QAS) including affiliation and accreditation and the inter-relationship between QAS and HE governance system; issues associated with autonomy in Higher Education Institutions (HEIs) in Odisha; the existing policy and legal environment in view of systemic transformation of governance for excellence; and international experience of good practices of governance and management system focusing on quality assurance. This paper aims: to describe and analyze the state of governance in Odisha higher education with special focus on the role of the higher education department of the GoO, university management, college management and the relationship between these structures; to analyze and re-examine the concept of increased autonomy for HEIs in Odisha; and to make recommendations on how to improve efficiency, effectiveness and accountability for increased autonomy in higher education governance.

This paper uses a model of governance in higher education, called the political model, that explains the role of universities as agencies of control and socialization, with a resulting repercussion on the quality of education. It compares this model with common models such as the academic, Napoleonic, market-oriented and managerial. It undertakes a review of ten published cases studies, each dealing with the oldest public universities in ten Arab countries, using a historical approach, from their inception until 2016. Among the ten public universities, nine fall into the category of the political model, while the tenth represents the Napoleonic model. The discussion opens the field for further research.

Information technology (IT) has become essential in supporting the growth and sustainability of all types of organizations. Higher education institutions are a special type of organization where technological infrastructure consists of a variety of applications, different platforms, academic systems, cloud applications and heterogeneous technologies. All these technologies for supporting the research, teaching and administrative processes require an effective IT governance framework. The framework of IT governance is composed of structures, processes and relational mechanisms. Each one of these mechanisms has a function and when implemented, should affect the organization positively. The process of identifying the right mechanisms to a specific context is a complex endeavor. This paper looks at the IT governance mechanism that higher education institutions have implemented. We did an extensive literature review making use of databases such as Web of Science, IEEE, SCOPUS, or AIS eLibrary for selecting case studies. We discuss these practices in the context of higher education. To continue this research and improve the IT governance body of knowledge for higher education institutions, future works are pointed out. ; This work was supported by CAPES Foundation, Ministry of Education of Brazil Process n.º10415/13-0 and by FCT – Foundation for Science and Technology, project UID/CEC/00319/2013. ...

Theorizing governance in higher education : beyond 'the republic of scholars' ontology / Giliberto Capano & Darryl S.L. Capano -- The regulatory state and the labour process / Kanishka Jayasuriya, Greg McCarthy & Xianlin Song -- Systemic governance : convergence or hybridization? / Giliberto Capano -- Institutional governance : factors, actors and consequences of attempting to converge on the Anglo-American model / Marino Regini -- Capture and drift in emerging international governance arrangements : the role of metaorganizations in higher education quality assurance / Åse Gornitzka, Peter Maassen and Bjørn Stensaker -- Understanding convergence and divergence in the internationalization of higher education from a world society perspective / Renze Kolster & Don F. Westerheijden -- Convergence through research performance measurement? Comparing talk and practices in Australia, Canada and the United Kingdom / Jenny Lewis -- Accountability and governance in European higher education / Michael Dobbins & Jens Jungblut -- Towards new models of decision-making within university governance in Anglophone nations / Julie Rowlands -- Governance in public and private higher education in Europe : patterns, divergences, and convergences / Pedro N. Teixeira & Robin Middlehurst -- Higher education governance in North America / Giliberto Capano & Woo Jun Jie -- Governance trends in European higher education / Harry F. de Boer & Jeroen Huisman -- Governance and corruption in East and Southeast Asian higher education : close cousins, close encounters / Anthony Welch -- Fixing the system? Trends in African higher education governance / Rose Amazan & Kassahun Kebede Dawo -- Neoliberals versus post-neoliberals in the formation of governance regimes in Latin America's higher education / Miguel Alejandro González-Ledesma & Germán Álvarez Ledesma.

The growing presence and transient nature of for-profit higher education institutions in the US pose governance and regulatory challenges for bureaucratic structures, legislatures and non-profit postsecondary institutions. One such challenge is the perceived lack of governance and regulation of for-profit higher education institutions. This paper examines the impact of the higher education regulatory environment in the US on the presence of for-profit higher education institutions. Ordinal logistic regression is employed to determine whether state higher education governance structure, regulatory characteristics, and/or regional accreditation agency jurisdiction influence the prevalence of for-profit colleges and universities. State higher education governance structure and two regional accrediting agency jurisdictions (Middles States Association of Colleges and Schools, New England Association of Colleges and Schools) were found to contribute to the presence of fewer for-profit postsecondary institutions. The results suggest the need for strengthened state governance, as well as laws and policies that are congruent with state and federal economic development goals.

In realization of the inevitability of education to the socio-political and economic development of the country, the government of the Federal Republic of Nigeria swung into action many years ago in a bid to grant its citizenry the fundamental human right to education generally and higher education in particular. Thus, this paper therefore, examined how practicable it had been for the government of the Federal Republic of Nigeria to provide equal and adequate higher education to its citizenry as enshrined in the 1979 constitution. The paper dwelt on the issues of access, institutional and academic freedom; funding, curricula and management of university education. It was revealed that there is acute shortage of access to university education. There is the problem of dilapidated infrastructure and the existence of idealistic curriculum, poor funding, total erosion of university autonomy to mention but a few. Recommendations were therefore, made the Federal Government grant Nigerian universities a reasonable degree of institutional autonomy and academic freedom.