Suchergebnisse

The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities.

During the 1980s, most European countries underwent substantial changes in their economic and educational systems. During the period it became clear that the discussions were going to be centered around the rapid changes being experienced by the higher education systems in practically all the countries of the region in their attempts to adapt themselves to new socio-economic conditions. In particular, much stress was given to the need to arrive at a clearer understanding of the diversification processes which were currently taking place in various higher education systems and of the combinations of factors which lead to such diversification. This book aims to discuss the features, the causes, and the national experiences of the ongoing processes of adaptation of higher education to changing societal needs and diversification of processes that were exerting similar influences on different national systems of higher education in European countries. ; UNESCO European Centre for Higher Education

"This book studies the various dimensions of gender inequality that persist in higher education and employment in India. It presents an in-depth analysis of the complex challenges women face in higher education participation and translating higher education opportunities into labour market success and to leadership positions, including in academia. It argues that despite a substantial progress towards gender equality in enrolment, these inequalities pose as barriers in realising the transformative role that higher education can have for women's wellbeing and for the nation's development. The volume looks at the issues that keep women from accessing the areas of their choice, and the challenges they face in leadership positions in higher education. An important critique of higher education policy and planning, the volume will be of interest to teachers, students, and researchers of education, public policy, political science and international relations, economics, feminism, women's studies, gender studies, law, and sociology. It will also be useful for academicians, policymakers, and anyone interested in the study of gender in Indian Higher Education"--

New York States higher education institutions educate over 1.2 million students. The State University of New York (SUNY) and the City University of New York (CUNY) administer 47 four-year colleges and graduate schools that provide more than 410,000 full- and part-time students with an array of undergraduate, graduate, and first professional educational opportunities. SUNY and CUNY also support 37 community colleges, serving nearly 309,000 students. In addition, 517,000 students attend the more than 100 private colleges and universities across the State. Over the past 10 years, enrollment at New Yorks public and private higher education institutions has increased by 6%. This report provides record overall funding for the States institutes of higher education and includes strategic investments that will help New Yorkers develop the tools and skills they need in the 21st century economy. ; New York State of Opportunity, Division of the Budget

This volume provides an in-depth analysis of the critical dimensions of higher education in India. It focuses on the growth and expansion of private higher education and public policy. The volume discusses issues related to the growth of for-profit and not-for-profit private higher education institutions and their implications at the policy level. It outlines the role of such institutions towards the internationalization and global ranking of the Indian higher education system. The book discusses the trends in internationalisation adopted by private higher education institutions and explains the resulting impact on aspects such as the diversity of programs, skill formation, employability, pedagogic practices, standards, curriculum development, and research and development, as well as the wider externalities in terms of promoting India's soft power and international relations with other countries. While outlining the challenges of Open Distance Learning (ODL) and online education in India, the book also discusses the use of ICT, OER, and MOOCS among others to address the challenges of the ODL system. This volume will be of interest to teachers, students, and researchers of education, public policy, political science, international relations, law, sociology, economics, and political economy. It will also be useful for academicians, policymakers, and anyone interested in the internationalization of Indian Higher Education.--

This volume provides an in-depth analysis of the critical dimensions of higher education in India. It focuses on the growth and expansion of private higher education and public policy. The volume discusses issues related to the growth of for-profit and not-for-profit private higher education institutions and their implications at the policy level. It outlines the role of such institutions towards the internationalization and global ranking of the Indian higher education system. The book discusses the trends in internationalisation adopted by private higher education institutions and explains the resulting impact on aspects such as the diversity of programs, skill formation, employability, pedagogic practices, standards, curriculum development, and research and development, as well as the wider externalities in terms of promoting India's soft power and international relations with other countries. While outlining the challenges of Open Distance Learning (ODL) and online education in India, the book also discusses the use of ICT, OER, and MOOCS among others to address the challenges of the ODL system. This volume will be of interest to teachers, students, and researchers of education, public policy, political science, international relations, law, sociology, economics, and political economy. It will also be useful for academicians, policymakers, and anyone interested in the internationalization of Indian Higher Education.

During the last five years higher education research in Germany seems to be in a significant upturn. This is a side effect partly of the obvious boom of empirical educational research in general and partly of the reform movement that has affected the German higher education system since middle of the 1990s. The demand for data in the field of higher education will increase considerably in future. The available data infrastructure for higher education research in Germany consists of two complementary main sources: on the one hand the official higher education statistics, on the other hand survey-based research. All in all, there are no serious or principle obstacles to access to the available data stock. Access in particular to some of the most important surveys could be improved by the establishment of a Forschungsdatenzentrum at HIS Hochschul-Informations-System. Furthermore, there are some deficiencies in the present data provision. New topics and demands of data provision have to be integrated into official statistics and survey based research – e.g. such issues as migration status, competencies, lifelong learning, quality of studies, institutional effects, international mobility, programs to promote younger scholars etc.. In particular there is a lack of panel designs. The very new National Education Panel Study (NEPS) will eliminate some but not all of these deficiencies. [author's abstract]

Intro -- Contents -- Contributors -- Ethnography in Higher Education: An Introduction -- 1 Our Starting Point -- 2 Part I. Ethnographic Studies in Higher Education -- 3 Part II. Teaching Ethnography -- 4 Part III. Innovation in Ethnographic Methods -- 5 Discussion -- References -- Ethnographic Studies in Higher Education -- Questions of Imagination: On the Dearth of Ethnography in Higher Education -- Abstract -- 1 What's Happening to Ethnography? -- 2 What is (Not) Going on in the Ethnography of Higher Education? -- 3 Seeking Reasons for the Dearth of Ethnographic Practice in Higher Education -- 3.1 Myths and Common Sense: What Do We Imagine When We Speak of Ethnography? -- 3.2 Ethnography and the Village -- 3.3 Ethnography as Participant Observation "Plus" -- 3.4 Beyond the Village Trope -- 4 Desirability, Practicality, Permissibility and Positionality in and of Ethnographic Research in Higher Education -- 5 Conclusion -- References -- Teaching Expertise in Higher Education: Constructive Alignment and How an Experienced University Teacher Maintained Constructive Alignment in Practice -- Abstract -- 1 Introduction -- 2 Teaching Expertise in Higher Education: A Knowledge Development Model -- 3 What Does an Expert Teacher Focus on? A Danish Case -- 4 "It's all about bringing everyone in line": Maintaining an Aligned Learning Environment for Students as a Challenge in Expertise Development -- 5 Conclusion -- References -- Post-Humanist Critical University Ethnography: The Potential of a Critical-Creative Reconfiguration of Critique -- Abstract -- 1 Introduction -- 2 Post-Humanist Ethnography -- 2.1 Expansion of Objects of Analysis -- 2.2 Different Modes of Critique -- 3 Consequences for Research Practices -- 3.1 The Research Object and Selection of Sites -- 3.2 Analysis of Relations within the Field.

Intro -- Contents -- Preface -- Chapter 1 -- The TRIO Programs: A Primer* -- Abstract -- Background -- Pipeline of TRIO Programs -- TRIO Upward Bound (UB) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Talent Search (TS) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Educational Opportunity Centers (EOC) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Student Support Services (SSS) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- Ronald E. McNair Post Baccalaureate Achievement (McNair) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Staff Development (Training) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- Comparison of Key Features of the TRIO Programs -- Program Appropriations and Project Participants -- Major HEOA Amendments to Common TRIO Provisions -- Required Program Activities -- Prior Experience Points -- Student-Serving TRIO Programs -- TRIO Training -- Application Review Process (Appeal) -- Award Amounts and Numbers of Program Participants -- Length of Grant Award -- Multiple Grants for Different Populations -- Research, Evaluation, and Assessments -- SSS Independent Evaluations -- AY1991-1992 Freshman SSS Participants -- 2006 SSS Promising Practices -- AY2007-2008 Freshman SSS Participants -- SSS PART Reviews and Annual Performance Report Data -- UB Independent Evaluations -- UB PART Review and Annual Performance Report Data -- TS Evaluations -- TS PART Review and Annual Performance Report Data -- EOC Evaluations.

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