Pub Date : 2024-07-12DOI: 10.1080/23322969.2024.2374708
Oudai Tozan
{"title":"Peeling the multiple layers of inequalities in free higher education policies","authors":"Oudai Tozan","doi":"10.1080/23322969.2024.2374708","DOIUrl":"https://doi.org/10.1080/23322969.2024.2374708","url":null,"abstract":"","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-09DOI: 10.1080/23322969.2024.2323735
Maryna Lakhno, Luis Ortiz-Gervasi
{"title":"Intermediary organizations and their role in advancing the SDGs in higher education","authors":"Maryna Lakhno, Luis Ortiz-Gervasi","doi":"10.1080/23322969.2024.2323735","DOIUrl":"https://doi.org/10.1080/23322969.2024.2323735","url":null,"abstract":"","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-02DOI: 10.1080/23322969.2024.2335613
Bing-Peng Liu, M. Lim
{"title":"Provincial government and institution level strategy setting: the case of building Chinese ‘world-class universities’","authors":"Bing-Peng Liu, M. Lim","doi":"10.1080/23322969.2024.2335613","DOIUrl":"https://doi.org/10.1080/23322969.2024.2335613","url":null,"abstract":"","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/23322969.2023.2235647
E. Hazelkorn, W. Locke
Current social, economic and political transformations mean that radical thinking is required about how post-secondary education is structured, governed, funded, and delivered (Hazelkorn 2023). This is driving many countries to reframe their policy discussions around tertiary education as a coherent system, rather than separating higher education from other forms of postsecondary education. What does this mean for research that seeks to investigate the connections and relationships, the complementarities and conflicts between these sectors? What research is needed to provide an evidence base for policymakers, funders, institutions and educationalists seeking to pursue this rethinking of postsecondary education? How should we evaluate current attempts to reformulate tertiary education and the lessons they may yield for future efforts? One way of framing this would be to develop the concept of tertiary ecosystemsmade up of subsystems that are – to a greater or lesser degree – coherent, collaborative, co-ordinated and co-produced. This would embrace the entire post-secondary landscape as one in which different types of education, training, and research and innovation actors interact with each other in formal, informal, and non-formal arrangements which are, to a greater or lesser extent, mutually and societally beneficial and interdependent. Such ecosystems are dynamic spaces in which the number, type, role, and responsibilities of participants, individually and collectively, evolve and modify over time in response to the changing environment. This concept might encourage the exploration of the interconnections and interdependencies – as well as the disconnects and dysfunctionalities – of particular tertiary education ecosystems as they have developed over time. It can help to understand planned systems, such as the Californian hierarchy of elite research universities, mid-ranking universities and open community colleges, and binary systems, where two distinct university and non-university sectors have developed largely independently of each other. Equally, it can help to comprehend more diverse and differentiated arrangements especially if their various elements have been allowed to evolve in ad hoc and even haphazard ways. It can also help to explore the articulation of specific tertiary education systems with other domains, in particular, secondary education and relevant employment sectors and labour markets. Such rethinking could help to counter the ghettoisation of postsecondary education research, which has tended to emphasise the differences between sectors, focusing on the borderlines, boundary-making, tiers and barriers between them. It might also challenge the supremacy of higher education, universities and research institutions over vocational, technical and further education sectors, and the different value that is ascribed to research into these subsystems. This requires us to rethink traditional and dominant understandings of knowledge
{"title":"POLICY REVIEWS IN HIGHER EDUCATION: EDITORIAL, Volume 7, Issue 2, September 2023","authors":"E. Hazelkorn, W. Locke","doi":"10.1080/23322969.2023.2235647","DOIUrl":"https://doi.org/10.1080/23322969.2023.2235647","url":null,"abstract":"Current social, economic and political transformations mean that radical thinking is required about how post-secondary education is structured, governed, funded, and delivered (Hazelkorn 2023). This is driving many countries to reframe their policy discussions around tertiary education as a coherent system, rather than separating higher education from other forms of postsecondary education. What does this mean for research that seeks to investigate the connections and relationships, the complementarities and conflicts between these sectors? What research is needed to provide an evidence base for policymakers, funders, institutions and educationalists seeking to pursue this rethinking of postsecondary education? How should we evaluate current attempts to reformulate tertiary education and the lessons they may yield for future efforts? One way of framing this would be to develop the concept of tertiary ecosystemsmade up of subsystems that are – to a greater or lesser degree – coherent, collaborative, co-ordinated and co-produced. This would embrace the entire post-secondary landscape as one in which different types of education, training, and research and innovation actors interact with each other in formal, informal, and non-formal arrangements which are, to a greater or lesser extent, mutually and societally beneficial and interdependent. Such ecosystems are dynamic spaces in which the number, type, role, and responsibilities of participants, individually and collectively, evolve and modify over time in response to the changing environment. This concept might encourage the exploration of the interconnections and interdependencies – as well as the disconnects and dysfunctionalities – of particular tertiary education ecosystems as they have developed over time. It can help to understand planned systems, such as the Californian hierarchy of elite research universities, mid-ranking universities and open community colleges, and binary systems, where two distinct university and non-university sectors have developed largely independently of each other. Equally, it can help to comprehend more diverse and differentiated arrangements especially if their various elements have been allowed to evolve in ad hoc and even haphazard ways. It can also help to explore the articulation of specific tertiary education systems with other domains, in particular, secondary education and relevant employment sectors and labour markets. Such rethinking could help to counter the ghettoisation of postsecondary education research, which has tended to emphasise the differences between sectors, focusing on the borderlines, boundary-making, tiers and barriers between them. It might also challenge the supremacy of higher education, universities and research institutions over vocational, technical and further education sectors, and the different value that is ascribed to research into these subsystems. This requires us to rethink traditional and dominant understandings of knowledge","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121698203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1080/23322969.2023.2217512
Richard Budd
{"title":"Isomorphic tensions and anxiety in UK social science doctoral provision","authors":"Richard Budd","doi":"10.1080/23322969.2023.2217512","DOIUrl":"https://doi.org/10.1080/23322969.2023.2217512","url":null,"abstract":"","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134097975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1080/23322969.2023.2209655
W. Shen, Q. Zha, Chao Liu
ABSTRACT China is an important player in global university ranking exercise. Nevertheless, existing studies have not adequately explored how the legitimacy of adopting university ranking outcomes has been chronologically established on Chinese soil. This paper attempts to fill this knowledge gap drawing on interviews with 37 stakeholders between 2003-2021 and an analysis of 2086 articles and reports published between 1984–2022 concerning university rankings. It first analyses the process of institutionalization of adopting university ranking outcomes in China, and discusses how the policy initiatives such as the ‘985 Project' in 1998 and the ‘Double First-Class' Project in 2016 intertwined with university rankings over the time and provide opportunities for establishing such legitimacy. Secondly, it analyses the mechanisms through which university ranking outcomes gain legitimacy, and suggests that interactions among the stakeholders are one of the key mechanisms, whereby the central government plays a pivotal role in legitimizing adoption of international university ranking results. Furthermore, we argue that the universities have responded actively to adopting the ranking outcomes and use them as strategic tools to achieve their own goals. As such, this paper sheds a new light on the impact of university rankings in China and beyond.
{"title":"From rejection to acceptance: the institutionalization of adopting university ranking outcomes as policy and strategic tools in China since the 1980s","authors":"W. Shen, Q. Zha, Chao Liu","doi":"10.1080/23322969.2023.2209655","DOIUrl":"https://doi.org/10.1080/23322969.2023.2209655","url":null,"abstract":"ABSTRACT China is an important player in global university ranking exercise. Nevertheless, existing studies have not adequately explored how the legitimacy of adopting university ranking outcomes has been chronologically established on Chinese soil. This paper attempts to fill this knowledge gap drawing on interviews with 37 stakeholders between 2003-2021 and an analysis of 2086 articles and reports published between 1984–2022 concerning university rankings. It first analyses the process of institutionalization of adopting university ranking outcomes in China, and discusses how the policy initiatives such as the ‘985 Project' in 1998 and the ‘Double First-Class' Project in 2016 intertwined with university rankings over the time and provide opportunities for establishing such legitimacy. Secondly, it analyses the mechanisms through which university ranking outcomes gain legitimacy, and suggests that interactions among the stakeholders are one of the key mechanisms, whereby the central government plays a pivotal role in legitimizing adoption of international university ranking results. Furthermore, we argue that the universities have responded actively to adopting the ranking outcomes and use them as strategic tools to achieve their own goals. As such, this paper sheds a new light on the impact of university rankings in China and beyond.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129425056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1080/23322969.2023.2196552
Wondwosen Tamrat
ABSTRACT The employment of graduates has become an important issue of policy direction and institutional consideration across the globe. Given this new development, this qualitative study explored the nature of graduate employment in Ethiopia by examining the profile of the labour market, employability patterns, policies, strategies and initiatives taken at national and sectoral levels. The findings revealed that while there are favourable policy directions, strategies, and initiatives towards addressing the challenges of graduate employment, current achievements leave much to be desired. In addition to strengthening efforts at the level of higher education institutions and employers, combating graduate unemployment requires a broader conceptualisation and coherent national employability framework that provides workable directions and sustainable strategies. It is recommended that the provision of appropriate solutions to existing challenges needs to be devised, delivered, and coordinated at all levels and with the required level of synergy and participation from all relevant stakeholders.
{"title":"The shifting landscape of graduate employment in Ethiopia: changes, challenges and responses","authors":"Wondwosen Tamrat","doi":"10.1080/23322969.2023.2196552","DOIUrl":"https://doi.org/10.1080/23322969.2023.2196552","url":null,"abstract":"ABSTRACT The employment of graduates has become an important issue of policy direction and institutional consideration across the globe. Given this new development, this qualitative study explored the nature of graduate employment in Ethiopia by examining the profile of the labour market, employability patterns, policies, strategies and initiatives taken at national and sectoral levels. The findings revealed that while there are favourable policy directions, strategies, and initiatives towards addressing the challenges of graduate employment, current achievements leave much to be desired. In addition to strengthening efforts at the level of higher education institutions and employers, combating graduate unemployment requires a broader conceptualisation and coherent national employability framework that provides workable directions and sustainable strategies. It is recommended that the provision of appropriate solutions to existing challenges needs to be devised, delivered, and coordinated at all levels and with the required level of synergy and participation from all relevant stakeholders.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131041708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-23DOI: 10.1080/23322969.2023.2201943
G. Cagliesi, D. Hawkes
ABSTRACT The Master’s Loan Scheme in England was initially designed to support widening access to postgraduate education. However, the general increase in the average fees has posed a risk of reducing these schemes’ effectiveness in promoting social mobility, especially for debt adverse students. We use a multidisciplinary framework to build a model of postgraduate intentions to review the Fast Forward (FF) Master Scheme at the University of Greenwich in the UK. This framework underpinned the development of an online survey for this observational study. The results suggest that the FF allowed some graduates who, without the FF intervention, would have disregarded undertaking postgraduate taught studies (PGT) to consider studying for a PGT degree. Many of these graduates are from previously under-represented communities in the sector. We found that financial concerns could deter some students, but the intervention design allowed students to consider PGT study when they had a positive undergraduate experience. Alleviating the credit constraint may not be enough to widen access at the PGT level. Better information about PGT courses, more flexible delivery of PGT, and employment support, such as mentorship and work experience, and social and personal factors considerations could help widen access to PGT studies.
{"title":"What shapes student intentions? The interplay between policy, social and personal factors in postgraduate education","authors":"G. Cagliesi, D. Hawkes","doi":"10.1080/23322969.2023.2201943","DOIUrl":"https://doi.org/10.1080/23322969.2023.2201943","url":null,"abstract":"ABSTRACT The Master’s Loan Scheme in England was initially designed to support widening access to postgraduate education. However, the general increase in the average fees has posed a risk of reducing these schemes’ effectiveness in promoting social mobility, especially for debt adverse students. We use a multidisciplinary framework to build a model of postgraduate intentions to review the Fast Forward (FF) Master Scheme at the University of Greenwich in the UK. This framework underpinned the development of an online survey for this observational study. The results suggest that the FF allowed some graduates who, without the FF intervention, would have disregarded undertaking postgraduate taught studies (PGT) to consider studying for a PGT degree. Many of these graduates are from previously under-represented communities in the sector. We found that financial concerns could deter some students, but the intervention design allowed students to consider PGT study when they had a positive undergraduate experience. Alleviating the credit constraint may not be enough to widen access at the PGT level. Better information about PGT courses, more flexible delivery of PGT, and employment support, such as mentorship and work experience, and social and personal factors considerations could help widen access to PGT studies.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134313802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/23322969.2023.2196559
Francis Ansah, P. Swanzy, P. Langa
ABSTRACT Whilst research works have identified many actors involved in higher education public policymaking in the Ghanaian context, there is a paucity of empirical studies on how the application of a quadruple helix network of policy actors considered essential constituents of higher education provision could create added value to strengthen the policymaking ecosystem in Ghana. Using multiple data collection techniques including, document analysis, in-depth interviews and analytic memoing, this paper examines deeper insights into higher education public policymaking in Ghana from the perspective of a quadruple helix framework of policymaking and argues for an added value in the use of quadruple helix framework in higher education policymaking. The emerging issues show that higher education public policymaking in Ghana does not involve the key quadruple helix of actors in the higher education provision equitably to create a sufficient coalition for policy implementation. Additionally, the emerging issues indicate that the minimal use of research evidence appears to be a major hindrance to a progressive and transformative higher education policymaking in Ghana. Against the backdrop of the emerging issues, we conclude that ineffective use of quadruple helix network of actors in higher education provision contributes to higher education policy implementation challenges in Ghana.
{"title":"Mapping higher education policymaking in Ghana with a quadruple helix framework","authors":"Francis Ansah, P. Swanzy, P. Langa","doi":"10.1080/23322969.2023.2196559","DOIUrl":"https://doi.org/10.1080/23322969.2023.2196559","url":null,"abstract":"ABSTRACT Whilst research works have identified many actors involved in higher education public policymaking in the Ghanaian context, there is a paucity of empirical studies on how the application of a quadruple helix network of policy actors considered essential constituents of higher education provision could create added value to strengthen the policymaking ecosystem in Ghana. Using multiple data collection techniques including, document analysis, in-depth interviews and analytic memoing, this paper examines deeper insights into higher education public policymaking in Ghana from the perspective of a quadruple helix framework of policymaking and argues for an added value in the use of quadruple helix framework in higher education policymaking. The emerging issues show that higher education public policymaking in Ghana does not involve the key quadruple helix of actors in the higher education provision equitably to create a sufficient coalition for policy implementation. Additionally, the emerging issues indicate that the minimal use of research evidence appears to be a major hindrance to a progressive and transformative higher education policymaking in Ghana. Against the backdrop of the emerging issues, we conclude that ineffective use of quadruple helix network of actors in higher education provision contributes to higher education policy implementation challenges in Ghana.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115862928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.1080/23322969.2023.2193826
Natalia Veles, Carroll Graham, Claire Ovaska
ABSTRACT Higher education as a field of research and a broad topic for investigation continues to grow; however, several topics remain less explicated than those about core university activities (teaching and research). Specifically, the experience of university professional staff is a topic that attracts lesser attention but is important and relevant to higher education institutions’ current and future operations. A systematic review of 54 publications from the first two decades of the twenty-first century, across the Global South and Global North, was undertaken to advance knowledge about the changing roles and occupational identities of professional staff and the spaces of interaction with others in the university community. This review found changes in professional identity construction, a growing sense of agency in professional staff, increasing visibility in their contributions to university work and developing collaborations with academic staff. These findings are set in the context of critical engagement with the discourse of third space and other boundary zones of staff interaction and working together. Our review concludes with specific propositions for university practice, informed policymaking and future research.
{"title":"University professional staff roles, identities, and spaces of interaction: systematic review of literature published in 2000–2020","authors":"Natalia Veles, Carroll Graham, Claire Ovaska","doi":"10.1080/23322969.2023.2193826","DOIUrl":"https://doi.org/10.1080/23322969.2023.2193826","url":null,"abstract":"ABSTRACT Higher education as a field of research and a broad topic for investigation continues to grow; however, several topics remain less explicated than those about core university activities (teaching and research). Specifically, the experience of university professional staff is a topic that attracts lesser attention but is important and relevant to higher education institutions’ current and future operations. A systematic review of 54 publications from the first two decades of the twenty-first century, across the Global South and Global North, was undertaken to advance knowledge about the changing roles and occupational identities of professional staff and the spaces of interaction with others in the university community. This review found changes in professional identity construction, a growing sense of agency in professional staff, increasing visibility in their contributions to university work and developing collaborations with academic staff. These findings are set in the context of critical engagement with the discourse of third space and other boundary zones of staff interaction and working together. Our review concludes with specific propositions for university practice, informed policymaking and future research.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124522941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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