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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.
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.
What? How? Why?
The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers’ perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience.
Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang.
See inside the book.
Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang.
See inside the book.
What? How? Why?
The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers’ perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience.
Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang.
See inside the book.
Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang.
See inside the book.
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.
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.
Abstract
The meaning of student success differs according to the goals, interests and roles among prospective students, their parents and extended family, educators, scholars, employers, legislators and other stakeholders. Despite this wide variation, accountability for student success has been mostly equated with readily available measures like degree completion rates, time to degree and credit accumulation. Recently, especially in the United States, where the student assumes a large cost burden for attending college, interest has increased regarding the amount of debt incurred and the employment and wages obtained post-graduation to enable students to pay off that debt. There are many from within and outside the academy who criticize these simplistic measures of student success and seek evidence about how a college education develops students intellectually and morally, preparing them to lead lives as productive citizens and members of the 21st Century workforce. In this article, we review the key concepts of student success that have emerged from the U.S. higher education research literature, as well as major U.S. policy initiatives related to improving student success. The purpose of this analysis is to develop an organizing framework that enables scholars and policy makers to place their work within a broader context as related to the discourse on student success in the early 21st Century, especially within the United States, but with increasingly common elements internationally.
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.
Page:12