Browse results

Series:

Edited by Jane Knight

The demand for higher education worldwide is booming. Governments want well-educated citizens and knowledge workers but are scrambling for funds. The capacity of the public sector to provide increased and equitable access to higher education is seriously challenged.
What are the on-the-ground realities of developing financial resources and policies to meet the twin goals of equity and access without jeopardizing quality? This volume provides in-depth reports from selected countries and sub-regions: Morocco, Korea, England, Uganda, Poland, Oman, East and southern Africa, Southeast Asia, Brazil, and Egypt. Each chapter is written by a seasoned educator participating in the Fulbright New Century Scholar program for 2007-2008.
Given the near-universal constraints of declining resources but increasing enrollments, the authors identify common trends such as the public/private divide, the privatization of the public sector, and diversification of funding. To address these issues, the chapters examine a surprising variety of policy instruments such as means testing, targeted subsidies, cost sharing, institutional aid, student bursaries, and tax exemptions.

Series:

Edited by Jane Knight

University rankings are a relatively new phenomenon in higher education. Although quite an established practice in the U. S., it is only within the last decade that attempts to analyse university performance have spread to the rest of the world, and that we also have seen new global rankings appear—rankings attempting to measure university performance beyond national borders. No wonder that this trend is accompanied by a growing interest in studying rankings throughout the world. This book is written as part of the effort to better understand rankings and their effects on higher education.
A serious approach towards university rankings implies that rankings should be analysed properly, including the methods used and the indicators chosen, and investigate the objectives claimed. If university rankings are considered as consumer information then everyone should have an interest in basing such guidance on valid and reliable data and methodology. A serious analysis should also discuss the wider implications of rankings as an emerging phenomenon in higher education.
Consequently, the contributions to this book investigate and analyse how different rankings work, how they reach their conclusions, and on what data and methodology they are built. Furthermore it provides a critical reflection about the impact of rankings on higher education, how and in what way rankings influence policy-making, the structure of the sector, or the internal life of the sector.

Series:

Edited by Hans de Wit, Pawan Agarwal, Mohsen Elmahdy Said, Molatlhegi T. Sehoole and Muhammad Sirozi

Student mobility is the most important factor in the internationalization of higher education. In this book, existing assumptions will be questioned: that mobility is primarily South-North and North-North, and that South-South flows are rather marginal; that the economic rationale has become so dominant that there are nearly no other motives to be found anymore; and that the growing presence of national and international providers of higher education, and opportunities for distance education, reduce the need for international student mobility. The dynamics of international student circulation will be analyzed on the basis of four countries (Egypt, India, Indonesia and South Africa), which are perceived to be primarily on the sending side of student mobility, and Europe and the USA, which are perceived to be primarily but not exclusively on the receiving side. These case studies will be placed in the context of broader developments in the internationalization of higher education, and related to definitions, methodological issues and global data, as used by UNESCO, OECD and others. This study has been undertaken by five scholars from different parts of the world in the context of the 2005-2006 New Century Scholars Programme 'Higher Education in the Twenty- First Century', of the Fulbright Programme. The book will be of relevance for both researchers and practitioners on globalization and the internationalization of higher education.

Series:

Edited by Hebe Vessuri and Ulrich Teichler

Today, unprecedented emphasis is being placed on research as key motor for advancing the knowledge society and its offspring, the knowledge economy. Consequently, “research on the state of research” has moved high on the priority agendas for governments, for their specialized agencies and bodies devoted to this area, and for higher education institutions. Against this background, the central premise of the 2006 Global Colloquium of the UNESCO Forum for Higher Education Research and Knowledge “Universities as Centres of Research and Knowledge Creation—An Endangered Species” was that research is a key ingredient in the institutional identity of universities and an indispensable prerequisite for a successful programme of teaching and public service. Based on contributions to this Colloquium authors from twenty countries from all regions of the world analyse aspects related to the research function of universities. This book primarily addresses the variety and gaps in higher education across the globe, concentrating on the challenges to transitional and developing countries. It addresses the related issues of research capacity, research productivity, and research relevance and utility. Research capacity appears as a necessary, but not sufficient, condition for research productivity; and research productivity must be assessed in terms of utility and relevance. This volume provides a global range of insights both for policy makers and for higher education and research communities.

Series:

Edited by Roger L. Geiger, Carol L. Colbeck, Roger L. Williams and Christian K. Anderson

Public research universities are an integral part of American society. They play the leading role in educating future leaders in agriculture, engineering, the arts and sciences, humanities, business, education, and other professions. Public research universities generate the new products, processes, inventions, discoveries, insights, and interpretations that advance the human condition. The dominant centers of higher education in many states, public research universities are increasingly looked upon as major engines of economic development. And, through outreach, they harness their human and intellectual capital to serve their sponsoring societies. Yet state investment in public higher education is faltering and the role of public higher education is an area of ongoing debate. This flagging support, along with the growing perception that higher education is a private benefit rather than a public good, has put public research universities at a crossroads. With chapters by leading scholars, this book tackles these challenging issues—on learning resources; on competition; on the public and private benefits of public research universities; and on how best to create an environment for engaged learning. It brings into one collection informed arguments on the key issues facing the American public research university and serves as a valuable resource to students, scholars, and policy makers who are concerned about the future of these national assets.

Series:

Edited by Philip G. Altbach, Leslie A. Bozeman, Natia Janashia and Laura E. Rumbley

The field of higher education studies has expanded dramatically in recent years. This book provides a unique and comprehensive guide, including an inventory of 199 centers, programs, and institutes in the field, a essay analyzing the emergence and current status of higher education as an area of study, and a listing of 191 journals focusing on higher education. Together, these three resources constitute the more comprehensive overview of the field available anywhere. Philip G. Altbach’s essay ‘Research and training in higher education’ discusses the origins of the field, the central issues of concern in the research literature, and trends among centers and institutes focusing on higher education worldwide. The inventory, which constitutes most of the book, provides information on the centers and programs, including the names of staff members, focus of work, and relevant addresses and websites. The expansion in the number of journals in the field is illustrated in the journals listing, which provides information about editors, substantive focus, and addresses of journals throughout the world. This book is a unique resources and a benchmark for an emerging field.

Higher Education in the New Century

Global Challenges and Innovative Ideas

Series:

Edited by Philip G. Altbach and Patti McGill Peterson

Higher education worldwide faces similar challenges—how to cope with globalization, the provision of access to underserved populations, and others. Higher Education in the New Century has identified six key challenges and has focused careful analysis on them. The topics are:
* The academic profession
* Access and equity
* Higher education and social cohesion
* Private higher education
* International student circulation
* The research university
Each of these themes is analyzed by a group of international scholars in order to provide a multidisciplinary and cross-national perspective. This book stems from the Fulbright New Century Scholars Program—an international research project involving more than 20 countries. Because of its broad perspective, this book brings a fresh analysis to central issues. For example, the analysis of how universities can contribute to social cohesion in divided societies is unique. International student flows are discussed from a south-south perspective.

Higher Education Systems

Conceptual Frameworks, Comparative Perspectives, Empirical Findings

Series:

Ulrich Teichler

In economically advanced countries the shape and the size of higher education systems vary substantially. In some countries, access becomes almost universal whereas in others, only about one third in the corresponding age groups enrol. All higher education systems are diversified, but formal dimensions, such as types of institutions or levels of study programmes and degrees play different roles and informal dimensions are by no means irrelevant. In some countries, the hierarchy according to quality and reputation is steep and in others relatively flat. Profiles of individual institutions and programmes might be striking or superficial. This book, based on more than three decades of research, aims to show actual trends in the development of higher education systems. It describes the policy debates in an broad range of countries. Moreover, it provides an overview of varying concepts aiming to explain the dynamics of structural developments. The author shows that comparative perspectives and the search for an internationally”best” or “most modern” solutions at times lead to convergent trends. However, specific policy options dominating and specific traditions of higher education tend to reinforce an international variety of patterns of higher education systems. This book invites readers—policy makers and practitioners in the area of higher education as well as scholars and graduate students—to look beyond the idiosyncrasies of national debates and beyond the “Zeitgeist” of currently fashionable international debates (e. g. Bologna process”, “ranking” of “world class universities”) and to consider both persistent tensions and changing conditions underlying the extent and the kind of “diversity” opted for on individual countries.

Series:

Edited by Nelly P. Stromquist

Globalization has profoundly affected the university. It has shaped what is being learned, the use of technologies in the classroom, the connectivity between professors and institutions nationally and worldwide, the conditions of academic work, the relationship between knowledge production and the market, and the lives and interactions of students and faculty.
This book concentrates on a key figure in university life: the professoriate. It probes its conditions in a comparative perspective, bringing to the fore research findings from six countries with different historical trajectories, social visions, and degrees of insertion in capitalist modes of production: Denmark, South Africa, Mexico, Brazil, Russia, and Peru. Through each national study, common issues emerge, yet their particular contextual natures point to distinct developments. The contribution of this book resides in the coherence of all six studies, focusing on the impacts of globalization and systematically linking the massification of higher education to the emergence of detached, vulnerable professionals who face increasingly weak employment conditions, limited possibilities for advancement and governance, and a diminished professional identity—but who are also benefiting from increased cross-national contacts and easier access to knowledge.
The book will appeal to several audiences. Graduate level students in courses of international development, globalization, gender studies, sociology of education, anthropology of education, and comparative higher education will find in the book’s content fertile terrain for reflection and discussion. Professionals in comparative and international education, higher education, and educational research in general will find comparative insights to widen their understanding of higher education in contemporary society. Policy-makers and advisors to government agencies will find lessons applicable to their own countries.

Tradition and Transition

The International Imperative in Higher Education

Series:

Philip G. Altbach

A global and comparative perspective is central to understanding the rapidly changing world of higher education. Tradition and Transition analyzes many of the key themes of academic change in the 21st century. It brings a unique comparative approach, citing examples from many national contexts to illustrate themes. Among the topics considered are the logic of mass higher education, globalization and inequality, the role of research universities, academic freedom, private higher education, and the academic profession and its problems. These topical chapters are accompanied by in-depth discussions of Asia and Africa.