Dystopic Optimism and Postalgic Realism in University Life
Edited by Dr. Ida Sabelis
Creative Professional Development Activities for University Lecturers
This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps.
Weaving New Connections
Edited by David B. Zandvliet
Contributors are: Mauricio Alarcon, Patricia Armstrong, Nelson Ávila, Kylyan Bisquert, Paulette Bynoe, German Vargas Calleja, Antonio Fernandez Crispin, Darja Dimec, Dirk Franco, Annette Gough, Carolyn Hayles, Thomas Hudspeth, Sophia Hunter, Adela Kincaid, Kuang-Chung Lee, Dylan Leech, Micheli Machado, Shiho Miyake, Kieu Lan Phuong Nguyen, Dien Olivier, Judith Priam, Margit Säre, Zuzana Vasko, Karin Ulbrich, Brian Waswala, Barry Wood, and David Zandvliet.
An International Comparison after Twenty Years of Bologna
Edited by Bruno Broucker, Kurt De Wit, Jef C. Verhoeven and Liudvika Leišytė
Higher Education System Reform: An international comparison after Twenty Years of Bologna critically describes and analyses 12 Higher Education Systems from the perspective of four major questions: What is currently the situation with regard to the six original goals of Bologna? What was the adopted path of reform? Which were the triggering (economic, social, political) factors for the reform in each specific country? What was the rationale/discourse used during the reform?
The book comparatively analyses the different systems, their paths of reforms and trajectories, and the similarities and the differences between them. At the same time it critically assesses the current situation on higher education in Europe, and hints towards a future policy agenda.
Contributors are: Tommaso Agasisti, Bruno Broucker, Martina Dal Molin, Kurt De Wit, Andrew Gibson, Ellen Hazelkorn, Gergely Kovats, Liudvika Leišytė, Lisa Lucas, António Magalhães, Sude Peksen, Rosalind Pritchard, Palle Rasmussen, Anna-Lena Rose, Christine Teelken, Eva M. de la Torre, Carmen Perez-Esparrells, Jani Ursin, Amélia Veiga, Jef C. Verhoeven, Nadine Zeeman, and Rimantas Želvys.
Higher Education Institutions Coping with Multiple Challenges
Edited by Pedro N. Teixeira, Amélia Veiga, Maria João Machado Pires da Rosa and António Magalhães
The core business of higher education is being reshaped, challenging institutions’ internal life to strategically respond to the reconfiguration of their role and missions. Topics such as governance and management, strategies and strategizing, budget control, performance and assessment, quality management, local and regional innovation come to the fore front. Under Pressure: Higher Education Institutions Coping with Multiple Challenges addresses these topics by convening approaches to the understanding of the interactions between policy drivers and institutional practices in governance, funding, performance indicators, regional innovation, strategy and strategizing, quality and management, and professionals.
Edited by Joy Higgs, Steven Cork and Debbie Horsfall
The Employability Agenda
Edited by Joy Higgs, Geoffrey Crisp and Will Letts
Responsibility for developing and sustaining employability lies with a broad coalition of the individual students, the university, alumni, the professions and industry and is accomplished through the intended curriculum as well as co-curricular, extra-curricular and supra-curricular activities, events and learning opportunities.
The issue of student fees became controversial in Germany following the introduction of tuition fees in seven of the 16 federal states beginning in 2006. This resulted in resistance and protest movements among students. The author describes his experience as the President of the University of Bielefeld during this period. Student protests and activism, and their support by the majority of the public, resulted in the abolition of tuition fees in all seven of the states by 2013/2014. The author concludes with a discussion of the arguments for and against tuition fees that were raised before and during the tuition fees controversy in Germany, and the various factors that affected the course of events during this period.
Higher Education in Canada began in the late 1700s with the establishment of the first universities in Quebec and New Brunswick (Jones, 2014). While these institutions were often built upon unceded Aboriginal lands, Aboriginal peoples’ participation in higher education did not begin until the late 1960s. There were a few early participants (e.g., post wwii) but participation at that time meant giving up one’s status as a First Nations person. This act of assimilation occurred in Canada throughout its educational systems’ policies and practices (e.g., residential schools and day schools for K-12). The participation shift that took hold in the late 1960s and 1970s was due to several factors including: development of Aboriginal specific programs and services; establishment of Aboriginal post-secondary funding programs; and increased high school completion rates. The purpose of this chapter is to describe the policy, program, and practice changes that have resulted in slowly transforming Canada’s higher education system from a tool of assimilation to one of Indigenous empowerment and decolonization. The chapter will explore ideas of what the purpose of higher education is in relation to Indigenous understandings of life, work, and civic engagement.
Hans G. Schuetze and Walter Archer
After a general overview of the main features of the Canadian system of higher education, the authors focus on access to and participation in this system. Although Canada has one of the highest participation rates among OECD countries, there are several groups who are under-represented. Among these are members of the Indigenous population, partly for historical and political reasons, and partly because many of them share features with two other underrepresented groups, i.e. would-be students from rural and sparsely populated areas, and potential students from families with a low socialeconomic background. Discussing barriers to participation such as cost, affordability, student aid and graduate employment, the authors conclude with a call for reforms that will abolish or at least lower present obstacles to successful participation by these groups.