Pub Date : 2021-03-04DOI: 10.1080/23322969.2021.1893125
Ece Özdoğan Özbal
ABSTRACT This study aimed to evaluate the long-term dynamic effects of expenditures on higher education in OECD countries and the higher education enrollment rate on human capital and per capita income. The study was designed to achieve realistic results by evaluating both higher education expenditures and enrollment rates. It was determined that in reaction to an increase in the level of human development, higher education expenditures, per capita income and enrollment rates in higher education also increased. So, it can be stated that it is beneficial for these countries to increase their human development levels in order to increase economic growth and to increase their higher education expenditures and the rate of citizens’ higher education participation.
{"title":"Dynamic effects of higher education expenditures on human capital and economic growth: an evaluation of OECD countries","authors":"Ece Özdoğan Özbal","doi":"10.1080/23322969.2021.1893125","DOIUrl":"https://doi.org/10.1080/23322969.2021.1893125","url":null,"abstract":"ABSTRACT This study aimed to evaluate the long-term dynamic effects of expenditures on higher education in OECD countries and the higher education enrollment rate on human capital and per capita income. The study was designed to achieve realistic results by evaluating both higher education expenditures and enrollment rates. It was determined that in reaction to an increase in the level of human development, higher education expenditures, per capita income and enrollment rates in higher education also increased. So, it can be stated that it is beneficial for these countries to increase their human development levels in order to increase economic growth and to increase their higher education expenditures and the rate of citizens’ higher education participation.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130229124","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 : 2021-02-03DOI: 10.1080/23322969.2021.1880290
D. Griffioen, P. Ashwin, Antonia Scholkmann
ABSTRACT In this article, we examine how policy documents from three European countries – the Netherlands, Germany and England – position a key outcome of higher education: the development of high-level professionals. Our findings show significant differences between the policies in the three countries in terms of in definitions of high-level professionals, the characterization of the education needed to produce high-level professionals, and the mechanisms identified as ensuring the production of high-level professionals. Our findings show that in order to develop a comparative understanding of higher education outcomes across the European Higher Education Area (EHEA), it is necessary to examine the strategic and visionary perspective of national policies in different EHEA countries. This is significant given that the EHEA’s claim to ensure common outcomes across its higher education systems.
{"title":"Who ensures that society has the professionals it needs? Differences in the policy directions of three European countries","authors":"D. Griffioen, P. Ashwin, Antonia Scholkmann","doi":"10.1080/23322969.2021.1880290","DOIUrl":"https://doi.org/10.1080/23322969.2021.1880290","url":null,"abstract":"ABSTRACT In this article, we examine how policy documents from three European countries – the Netherlands, Germany and England – position a key outcome of higher education: the development of high-level professionals. Our findings show significant differences between the policies in the three countries in terms of in definitions of high-level professionals, the characterization of the education needed to produce high-level professionals, and the mechanisms identified as ensuring the production of high-level professionals. Our findings show that in order to develop a comparative understanding of higher education outcomes across the European Higher Education Area (EHEA), it is necessary to examine the strategic and visionary perspective of national policies in different EHEA countries. This is significant given that the EHEA’s claim to ensure common outcomes across its higher education systems.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125505933","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 : 2021-01-22DOI: 10.1080/23322969.2021.1872412
P. Arantes
ABSTRACT This article discusses the recent expansion and democratization of Brazil's higher education system from the beginning of the twenty-first century to the present, concluding with its contemporary clash with the far-right government, which has placed universities and scientific knowledge under attack – an experience had around the globe. In the last two decades, Brazilian public universities have become more diverse in terms of the class and racial backgrounds of students, as well as their larger expansion with new campuses in the hinterlands, the Amazon, and the peripheries of metropolitan areas. Private higher education has also expanded enormously – in part, thanks to capital concentration, inflow of foreign capital, massive public subsidies and oligopolistic strategies. In both public and private sectors, Brazilian higher education has experienced a renascence. However, since 2018, the new power bloc, concentrated around President Bolsonaro and the far right, chose Public Universities and the National Science and Research system as one of its main targets. The current regressive moment in Brazil it is not an exception, in different countries universities and science are under attack. Ultimately, this article seeks to contribute, not only to a better understanding of Brazil's on-going experience, but also to the larger public debate on higher education policy in the Global South and other countries facing similar challenges.
{"title":"Higher education in dark times: from the democratic renewal of Brazilian universities to its current wreck","authors":"P. Arantes","doi":"10.1080/23322969.2021.1872412","DOIUrl":"https://doi.org/10.1080/23322969.2021.1872412","url":null,"abstract":"ABSTRACT This article discusses the recent expansion and democratization of Brazil's higher education system from the beginning of the twenty-first century to the present, concluding with its contemporary clash with the far-right government, which has placed universities and scientific knowledge under attack – an experience had around the globe. In the last two decades, Brazilian public universities have become more diverse in terms of the class and racial backgrounds of students, as well as their larger expansion with new campuses in the hinterlands, the Amazon, and the peripheries of metropolitan areas. Private higher education has also expanded enormously – in part, thanks to capital concentration, inflow of foreign capital, massive public subsidies and oligopolistic strategies. In both public and private sectors, Brazilian higher education has experienced a renascence. However, since 2018, the new power bloc, concentrated around President Bolsonaro and the far right, chose Public Universities and the National Science and Research system as one of its main targets. The current regressive moment in Brazil it is not an exception, in different countries universities and science are under attack. Ultimately, this article seeks to contribute, not only to a better understanding of Brazil's on-going experience, but also to the larger public debate on higher education policy in the Global South and other countries facing similar challenges.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116853233","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 : 2021-01-12DOI: 10.1080/23322969.2020.1869064
W. Lo, C. Wan
ABSTRACT Literature suggests that state–market relations in Asian transnational education appear as a hybrid of economic socialism and economic liberalism as well as of supra-territoriality and sovereignty. Such a notion of hybrid focuses on how Asian states manage the struggles over the meaning and value of higher education, thereby addressing various ways in which states participate in neoliberal globalisation. This paper argues that Asian states’ higher education policy choices are restricted by local politics and the resulting policy agendas. This argument explains the paradoxical situation that Malaysia continuously encounters when developing its regulatory regime to govern transnational education. The argument also illuminates the recalibrations that appeared in the transnational education policies of Singapore and Hong Kong. The paradox and recalibrations reveal how a political perspective on transnational education is important to understand Asian states’ responses to globalisation in higher education regardless of the nature of their regulatory regimes.
{"title":"Revisiting the Asian regulatory regimes in transnational education: how local politics (re)oriented higher education policy in Malaysia, Singapore and Hong Kong","authors":"W. Lo, C. Wan","doi":"10.1080/23322969.2020.1869064","DOIUrl":"https://doi.org/10.1080/23322969.2020.1869064","url":null,"abstract":"ABSTRACT Literature suggests that state–market relations in Asian transnational education appear as a hybrid of economic socialism and economic liberalism as well as of supra-territoriality and sovereignty. Such a notion of hybrid focuses on how Asian states manage the struggles over the meaning and value of higher education, thereby addressing various ways in which states participate in neoliberal globalisation. This paper argues that Asian states’ higher education policy choices are restricted by local politics and the resulting policy agendas. This argument explains the paradoxical situation that Malaysia continuously encounters when developing its regulatory regime to govern transnational education. The argument also illuminates the recalibrations that appeared in the transnational education policies of Singapore and Hong Kong. The paradox and recalibrations reveal how a political perspective on transnational education is important to understand Asian states’ responses to globalisation in higher education regardless of the nature of their regulatory regimes.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127665219","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 : 2021-01-02DOI: 10.1080/23322969.2021.1873348
E. Hazelkorn, W. Locke
{"title":"Blended learning is dead, long live blended learning!","authors":"E. Hazelkorn, W. Locke","doi":"10.1080/23322969.2021.1873348","DOIUrl":"https://doi.org/10.1080/23322969.2021.1873348","url":null,"abstract":"","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115630134","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 : 2020-10-20DOI: 10.1080/23322969.2020.1835529
J. Salmi, A. d’Addio
ABSTRACT Considering the extensive social and private benefits that higher education generates, ensuring inclusive access and success is essential to achieve social justice and economic efficiency. With this premise in mind, this article reviews current knowledge about equity promotion policies in higher education and what is known about the effectiveness of various policies, drawing from experience in various parts of the world. It starts with reviewing definitions of under-represented groups in higher education, which can be considered as ‘equity target groups’. After examining the depth and scope of disparities across regions and countries, it analyses studies focusing on the effectiveness of equity promotion policies and measures. For this purpose, it distinguishes between financial aid programmes (grants, loans) and non-monetary interventions (outreach, affirmative action, retention, specialized institutions, etc.) that seek to remove the barriers facing students from under-represented groups. It concludes that policies matter and can make a significant difference.
{"title":"Policies for achieving inclusion in higher education","authors":"J. Salmi, A. d’Addio","doi":"10.1080/23322969.2020.1835529","DOIUrl":"https://doi.org/10.1080/23322969.2020.1835529","url":null,"abstract":"ABSTRACT Considering the extensive social and private benefits that higher education generates, ensuring inclusive access and success is essential to achieve social justice and economic efficiency. With this premise in mind, this article reviews current knowledge about equity promotion policies in higher education and what is known about the effectiveness of various policies, drawing from experience in various parts of the world. It starts with reviewing definitions of under-represented groups in higher education, which can be considered as ‘equity target groups’. After examining the depth and scope of disparities across regions and countries, it analyses studies focusing on the effectiveness of equity promotion policies and measures. For this purpose, it distinguishes between financial aid programmes (grants, loans) and non-monetary interventions (outreach, affirmative action, retention, specialized institutions, etc.) that seek to remove the barriers facing students from under-represented groups. It concludes that policies matter and can make a significant difference.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127754152","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 : 2020-10-01DOI: 10.1080/23322969.2020.1825990
Zoe Vaill, M. Campbell, C. Whiteford
ABSTRACT Policy is an important part of prevention and intervention when it comes to peer bullying amongst university students. Therefore, the contents of these policies need to be informative and easy to find, understand and use. With the United Kingdom having a low prevalence of peer bullying at university when compared to other countries, determining whether the quality of a university student anti-bullying policy is related to the prevalence, may help universities in other countries reduce bullying prevalence. This study adds to the body of knowledge by analysing the content and usability of student anti-bullying policies of 39 universities in the UK. The results were then compared to the results of a similar study conducted with Australian universities, to determine similarities and difference, and where improvements could be made. Through this, and future studies, it is hoped that a relationship can be determined between the quality of university student anti-bullying policies, and the prevalence of bullying. It is also hoped that the results of this study will allow universities to identify where their policy may be improved and promote the importance of having a bully-free culture on campus.
{"title":"An analysis of British university student anti-bullying policies: how British universities compare with Australian universities","authors":"Zoe Vaill, M. Campbell, C. Whiteford","doi":"10.1080/23322969.2020.1825990","DOIUrl":"https://doi.org/10.1080/23322969.2020.1825990","url":null,"abstract":"ABSTRACT Policy is an important part of prevention and intervention when it comes to peer bullying amongst university students. Therefore, the contents of these policies need to be informative and easy to find, understand and use. With the United Kingdom having a low prevalence of peer bullying at university when compared to other countries, determining whether the quality of a university student anti-bullying policy is related to the prevalence, may help universities in other countries reduce bullying prevalence. This study adds to the body of knowledge by analysing the content and usability of student anti-bullying policies of 39 universities in the UK. The results were then compared to the results of a similar study conducted with Australian universities, to determine similarities and difference, and where improvements could be made. Through this, and future studies, it is hoped that a relationship can be determined between the quality of university student anti-bullying policies, and the prevalence of bullying. It is also hoped that the results of this study will allow universities to identify where their policy may be improved and promote the importance of having a bully-free culture on campus.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127037379","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 : 2020-09-16DOI: 10.1080/23322969.2020.1820898
Hans de Wit, P. Altbach
Abstract Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a marginal activity to a key aspect of the reform agenda. This analysis addresses the following points: What are the historical developments of internationalization? What do we mean by internationalization? What are the key factors in international tertiary education that impact, and are impacted by, this phenomenon? What initiatives and policies are developed to enhance the internationalization of tertiary education? What are the key data, trends, and challenges that are crucial for the future of internationalization, abroad and at home, in a critical time of transformation as a result of nationalist-populist developments, climate change and the COVID-19 pandemic?
{"title":"Internationalization in higher education: global trends and recommendations for its future","authors":"Hans de Wit, P. Altbach","doi":"10.1080/23322969.2020.1820898","DOIUrl":"https://doi.org/10.1080/23322969.2020.1820898","url":null,"abstract":"Abstract Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a marginal activity to a key aspect of the reform agenda. This analysis addresses the following points: What are the historical developments of internationalization? What do we mean by internationalization? What are the key factors in international tertiary education that impact, and are impacted by, this phenomenon? What initiatives and policies are developed to enhance the internationalization of tertiary education? What are the key data, trends, and challenges that are crucial for the future of internationalization, abroad and at home, in a critical time of transformation as a result of nationalist-populist developments, climate change and the COVID-19 pandemic?","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132287526","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 : 2020-08-20DOI: 10.1080/23322969.2020.1806727
Tebeje Molla
ABSTRACT Measured in per capita terms, Australia has one of the most generous refugee resettlement programs in the world. This paper investigates the extent to which refugee status is recognized as a category of disadvantage in Australian higher education. Drawing on a scalar view of policy work and Fraser’s notion of misframing, the paper assesses the policy visibility of humanitarian entrants. It compares sectoral equity provisions with national and institutional arrangements that target refugees. The findings reveal scalar misalignments. That is, although national educational and multicultural initiatives recognize refugee status as a category of disadvantage, refugees remain hidden from the sectoral policy view. However, in translating sectoral policies, many universities have managed to maintain a balance between compliant enactment of equity strategies and responsive adjustment of equity targets. The paper also highlights instances of policy misframing – equity provisions that target refugees are characterized by issue omissions and deficit accounts. It is further argued that the convergence of scalar misalignment and policy misframing constitutes a structural factor of disadvantage that inhibits higher education participation of refugees. For Australia to fully integrate humanitarian entrants, there is an urgent need for a streamlined policy response to the educational needs and aspirations of the group.
{"title":"Refugees and equity policy in Australian higher education","authors":"Tebeje Molla","doi":"10.1080/23322969.2020.1806727","DOIUrl":"https://doi.org/10.1080/23322969.2020.1806727","url":null,"abstract":"ABSTRACT Measured in per capita terms, Australia has one of the most generous refugee resettlement programs in the world. This paper investigates the extent to which refugee status is recognized as a category of disadvantage in Australian higher education. Drawing on a scalar view of policy work and Fraser’s notion of misframing, the paper assesses the policy visibility of humanitarian entrants. It compares sectoral equity provisions with national and institutional arrangements that target refugees. The findings reveal scalar misalignments. That is, although national educational and multicultural initiatives recognize refugee status as a category of disadvantage, refugees remain hidden from the sectoral policy view. However, in translating sectoral policies, many universities have managed to maintain a balance between compliant enactment of equity strategies and responsive adjustment of equity targets. The paper also highlights instances of policy misframing – equity provisions that target refugees are characterized by issue omissions and deficit accounts. It is further argued that the convergence of scalar misalignment and policy misframing constitutes a structural factor of disadvantage that inhibits higher education participation of refugees. For Australia to fully integrate humanitarian entrants, there is an urgent need for a streamlined policy response to the educational needs and aspirations of the group.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116158929","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 : 2020-08-14DOI: 10.1080/23322969.2020.1806726
G. Marini
ABSTRACT Reforms in higher education have been passed in many European countries in the last decades, mostly trying to adapt national systems to new European and global challenges. This study examines some consequences of such major reforms in France and Spain. Specifically, these reforms introduced new agencies whose remit was inter alia to provide evaluation of research and to make such assessments pivotal for academic career progression. The paper investigates empirically whether, and to what extent, these new forms of authority have been capable of engendering the expected change to the system of academic career evaluation. The respective policy approaches and policy implementation in France and Spain reveal that these reforms triggered a reconfiguration of powers at various levels of academic life – affecting strategies for successful career development. Policy-making implications are relevant when these two countries are compared, suggesting that more radical policy approaches (coercive isomorphism, the French case) do not result in more change to academic evaluation practices than mimetic ones (the Spanish case). It is also important to note that coercive isomorphism encountered more frictions in its implementation.
{"title":"Coercive and mimetic isomorphism as outcomes of authority reconfigurations in French and Spanish academic career systems","authors":"G. Marini","doi":"10.1080/23322969.2020.1806726","DOIUrl":"https://doi.org/10.1080/23322969.2020.1806726","url":null,"abstract":"ABSTRACT Reforms in higher education have been passed in many European countries in the last decades, mostly trying to adapt national systems to new European and global challenges. This study examines some consequences of such major reforms in France and Spain. Specifically, these reforms introduced new agencies whose remit was inter alia to provide evaluation of research and to make such assessments pivotal for academic career progression. The paper investigates empirically whether, and to what extent, these new forms of authority have been capable of engendering the expected change to the system of academic career evaluation. The respective policy approaches and policy implementation in France and Spain reveal that these reforms triggered a reconfiguration of powers at various levels of academic life – affecting strategies for successful career development. Policy-making implications are relevant when these two countries are compared, suggesting that more radical policy approaches (coercive isomorphism, the French case) do not result in more change to academic evaluation practices than mimetic ones (the Spanish case). It is also important to note that coercive isomorphism encountered more frictions in its implementation.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132966450","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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