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Abstract

The shift from a post-industrial to a knowledge economy has placed higher education at the center of attention among policy makers and the public at large. The increase in attention, along with the increasing diversity in the funding sources of higher education institutions (HEIs) has prompted calls for greater accountability. Efforts to assess the effectiveness of HEIs include a variety of accountability frameworks and review processes. These efforts produce competing pressures for both institutional differentiation and convergence: differentiation to efficiently accommodate broader participation and meet a wide array of societal needs; and convergence to compete for international prestige and recognition as demarcated by research university rankings. This paper examines the extent to which distinguishing between types of HEIs via taxonomies or classification systems has expanded or can contribute to expanding the basis upon which HEI performance is evaluated in order to meet the full range of societal expectations for higher education in the 21st Century.

In: International Journal of Chinese Education

Abstract

Emerging analytic methods and technologies are transforming approaches to evidence-based practice in higher education institutions. Several critics have noted that these methods, and especially predictive analytics, have serious limitations that are often overlooked and so perpetuate inequities in practice. This chapter provides a framework for designing and implementing evidence-informed transformations within higher education institutions using techniques that have emerged from a focus on equitable, impactful applied research. It was developed as part of an institutional transformation project that seeks to leverage the institutions advanced expertise and technologies for accessing, analysing, and visualizing data from traditional (structured) and emerging (transactional) big data systems.

In: Transformation Fast and Slow

Abstract

The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefit to society more visible, and in many cases with fewer public resources. European and national policy developments call for the university to embrace a transformation process and to be more proactive in strengthening our critical stance and role as a knowledge institution and champion for truth, evidence and science. This book has offered a comprehensive review of the higher education sector’s responsibilities for the traditional university tri-partite mission: teaching and learning; research and scholarship; and public service and engagement. Three parts can be identified in the book. The first part discusses higher education’s students and staff; the second part discusses higher education systems; the third part focuses on higher education impact.

In: Responsibility of Higher Education Systems
Chapter 14 Lessons Learned and Future Directions

Abstract

The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefit to society more visible, and in many cases with fewer public resources. European and national policy developments call for the university to embrace a transformation process and to be more proactive in strengthening our critical stance and role as a knowledge institution and champion for truth, evidence and science. This book has offered a comprehensive review of the higher education sector’s responsibilities for the traditional university tri-partite mission: teaching and learning; research and scholarship; and public service and engagement. Three parts can be identified in the book. The first part discusses higher education’s students and staff; the second part discusses higher education systems; the third part focuses on higher education impact.

In: Responsibility of Higher Education Systems
In: Responsibility of Higher Education Systems
In: Responsibility of Higher Education Systems
In: Responsibility of Higher Education Systems
Introduction

Abstract

The EAIR-conference 2019 brought together scholars, practitioners and policymakers in higher education to discuss the issue of responsibility of Higher Education. The book sets out this theme and discusses responsibility in a number of key areas for higher education: governance and management, teaching and learning, quality, research, social responsibility, internationalization, institutional research and continuing professional development. A selected number of papers presented at the conference are part of this book. Herewith this volume presents a stimulating and careful set of analysis about the multiple and complex responsibilities of Higher Education Institutions.

In: Responsibility of Higher Education Systems
Part 1 Higher Education’s Students and Staff
In: Responsibility of Higher Education Systems

Abstract

The EAIR-conference 2019 brought together scholars, practitioners and policymakers in higher education to discuss the issue of responsibility of Higher Education. The book sets out this theme and discusses responsibility in a number of key areas for higher education: governance and management, teaching and learning, quality, research, social responsibility, internationalization, institutional research and continuing professional development. A selected number of papers presented at the conference are part of this book. Herewith this volume presents a stimulating and careful set of analysis about the multiple and complex responsibilities of Higher Education Institutions.

In: Responsibility of Higher Education Systems