Selected Issues in Higher Education Policy

International higher education from a global perspective: A special series, 2019

Aim/Purpose This preface presents the papers included in this Special Series of the Journal for the Study of Postsecondary and Tertiary Education. Background This special series was put together in an effort to show the interconnectedness of our world through globalization and internationalization within higher education .

Contemporary Social Science

Higher education is in crisis as it has been changing in response to major challenges, economically, politically and socially, on an international scale. How we now understand and research global higher education is challenging given the expansions in relation to the knowledge economy, economic, social and political developments around equality, diversity and social justice in global labour markets. The social sciences have become critical to these understandings, and the development of new knowledge, pedagogies, policies and practices. In this overview, the scene is set for the papers presented in this special issue which all focus on innovative approaches to imagining the university of the future. A major focus of contemporary research on higher education has been on equality of opportunity and the relationships between educational expansion, employment opportunities and social mobility. Whilst the policies and practices of governments and higher education institutions are contested, a major theme of social scientific research has been whether educational expansion has reduced or reinforced educational, economic and social inequalities. Most of this international research evidence points to how educational and economic inequalities in global and local labour markets are reinforced, internationally and nationally, although gender inequalities are either occluded or ignored. This overview of contemporary sociological research sets the scene for imagining a new socio-cultural future of pedagogies and practices in universities in the 21st century.

COMPARATIVE & INTERNATIONAL HIGHER EDUCATION, 2017

Philosophy for Comparative and Int'l Higher Education This is the official journal of the Comparative and International Education Society's (CIES) Higher Education Special Interest Group (HESIG), which was created in 2008. HESIG serves as a networking hub for promoting scholarship opportunities, critical dialogue, and linking professionals and academics to the international aspects of higher education. Accordingly, HESIG will serve as a professional forum supporting development, analysis, and dissemination of theory-, policy-, and practice-related issues that influence higher education. Submission and Review The Editorial Board invites contributions, normally of around 1,500 words or less, dealing with the complementary fields of comparative, international, and development education and that relate to one of the focus areas listed in the Newsletter Philosophy section above. Electronic submissions should be sent to [email protected]. Manuscripts are evaluated by the editorial board-with full confidentiality on both sides-and then accepted, returned for further revisions, or rejected.

Precise and rigorous international comparative research requires metho-dological reflections and determinations at each step of the empirical research process. This chapter analyzes the precision and rigor of international comparative higher education research by diagnosing their comparative methodology, particularly their country selection and case sampling. It evaluates 202 studies that have been published in journals of both higher education and comparative education, because international comparative higher education intellectually and institutionally intersects both interdisciplinary fields. The major empirical findings show a relative lack of explicit and elaborate justification strategies, as well as a lack of comparative methodology. But they also show that the intellectual and institutional context, represented here in the form of the journals, influences the implementation of comparative methodology. The use of comparative methodologies is more thorough in the context of comparative education, where a continuous debate about the theoretical and methodolo-gical aspects of comparative studies takes place. One of the implications of the study is that the debate regarding comparative methodologies within higher education research should be intensified.

SensePublishers eBooks, 2017

2002

Note on the number and size of institutions Note on enrollment and completion ratios Note on expenditure comparisons Note on apprenticeship in the United States and Germany vi 5 INTRODUCTION Higher education is a very important component of most countries' education systems. In most developed countries, over a third of young adults in the typical higher education age range are students. Modern societies now demand large numbers of graduates with knowledge and skills typically developed in higher education institutions, and they compensate those graduates more than in the past for the acquisition of those skills. Indeed, in the most developed countries, higher education has replaced secondary education as the focal point of access to rewarding careers. What has been said of U.S. job seekers is also true for those in most other developed countries: given current technologies in transportation, communication, and trade, if a worker's skills are no better than those of poorly educated, low-paid workers in less-developed countries, that worker is likely to face tough economic pressure. The purpose of this report is to provide a review of higher education systems in selected developed countries and to compare higher education in the United States and other countries. Our "focus group" of countries This report will not be useful if the comparisons across countries are not valid, however. The most basic assumption justifying this effort proposes that observing the country variation in educational indicators can be instructive-instructive by placing our own system in the context of others and instructive in benchmarking the "best practices" of other countries to ours. Ideally, country-level comparisons are most useful among like or competitive countries. Unfortunately for this comparison, there is really no other country quite like the United States on dimensions such as geographical size, population, wealth, and governance structure. We therefore Higher Education: An International Perspective 3 7 a Small: less than 25, 000 square miles; medium: 25,001 to 75,000; large: greater than 75,000. b Small: less than 30 million persons; medium: 30 million to 100 million; large: greater than 100 million.

Perspectives: Policy and Practice in Higher Education, 2022

2018

This book includes the abstracts of all the papers presented at the 2nd Annual International Symposium on Higher Education in a Global World (9-12 July 2018), organized by the Athens Institute for Education and Research (ATINER).

2007

Kaiser, Frans and Beverwijk, Jasmin and Dassen, Adrie and Deen, Jarno and Jongbloed, Ben and Kaulisch, Marc and Kottmann, Andrea and Leisyte, Liudvika and Vossensteyn, Hans and Weert de, Egbert (2007) Issues in higher education policy 2006: an update on ...

2015

All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any other form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Author, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. 'Over the last two decades, the concept of the internationalization of higher education is moved from the fringe of institutional interest to the very core. In the late 1970s up to the 'Internationalization of higher education is being fundamentally changed in reaction to and support of the competition agenda and market orientation. (…) What is certain is that it brings new opportunities, risks, benefits and challenges. (…) The double role of internationalization in furthering both cooperation and competition among countries is a new reality of our more globalized world.' (Knight, 2010, p. 216) 3] The globalisation of our society and the dynamic role of higher education in it, is an important reason for this development (De Wit, 2010, p. 220).