Pub Date : 2018-12-05DOI: 10.1080/23322969.2018.1552084
P. O’Connor
ABSTRACT Global scholarship has documented gender discrepancies in power in higher education institutions (HEIs) for several decades. That research is now supported by wider gender equality movements such as those concerned with unequal pay and sexual harassment. Underlying these is the under-representation of women in senior management and full professorial positions. Thus, for example, in the US and the EU men make up the overwhelming majority of those in senior management (Rectors/Presidents/Vice Chancellors) and in full professorial positions. Variation within and across countries and types of institutions suggests that it is necessary to go beyond explanations for this at the individual level. Drawing on research in the sociology of education; higher education studies; management and leadership studies; gender studies; science and policy studies, and using quantitative data, experimental studies, individual case studies and comparative qualitative studies of HEIs, this article focuses on three discourses which legitimate the under-representation women in senior positions namely excellence, fit and national relevance. It evaluates interventions to deal with this including unconscious bias training, mentoring, gender mainstreaming interventions such as Athena SWAN and ADVANCE and ‘nudging’ leaders to end gender inequality. It concludes that a fundamental transformation of HEIs is required and suggests ways forward.
{"title":"Gender imbalance in senior positions in higher education: what is the problem? What can be done?","authors":"P. O’Connor","doi":"10.1080/23322969.2018.1552084","DOIUrl":"https://doi.org/10.1080/23322969.2018.1552084","url":null,"abstract":"ABSTRACT Global scholarship has documented gender discrepancies in power in higher education institutions (HEIs) for several decades. That research is now supported by wider gender equality movements such as those concerned with unequal pay and sexual harassment. Underlying these is the under-representation of women in senior management and full professorial positions. Thus, for example, in the US and the EU men make up the overwhelming majority of those in senior management (Rectors/Presidents/Vice Chancellors) and in full professorial positions. Variation within and across countries and types of institutions suggests that it is necessary to go beyond explanations for this at the individual level. Drawing on research in the sociology of education; higher education studies; management and leadership studies; gender studies; science and policy studies, and using quantitative data, experimental studies, individual case studies and comparative qualitative studies of HEIs, this article focuses on three discourses which legitimate the under-representation women in senior positions namely excellence, fit and national relevance. It evaluates interventions to deal with this including unconscious bias training, mentoring, gender mainstreaming interventions such as Athena SWAN and ADVANCE and ‘nudging’ leaders to end gender inequality. It concludes that a fundamental transformation of HEIs is required and suggests ways forward.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114527200","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 : 2018-09-19DOI: 10.1080/23322969.2018.1518726
E. Denisova-Schmidt, Yaroslav Prytula, N. Rumyantseva
ABSTRACT Actions underpinned by the lack of academic integrity are increasingly impacting academic processes within the higher education sector around the world. Bribery, plagiarism and other forms of deception that enable students to obtain undeserved grades or degree certificates undermine the purpose and mission of higher education. By drawing on a representative study conducted among 600 students in Ukraine, this paper explores the determinants of several forms of student academic misconduct and provides insights as to which groups of students are more likely to engage in either monetary or non-monetary corruption. Findings show the importance of student's individual variation in one's levels of general corruption perception and moral stance on corruption, as well as the practical constraints on one's time, living conditions, willingness to study independently, gender and size of the city of origin. While paper focuses only on corruption with direct student involvement, it also outlines a research agenda by discussing the importance of second-order corruption, as well as the role of faculty members and administration in student academic misconduct. Findings will be useful for educators, policymakers and other practitioners.
{"title":"Beg, borrow, or steal: determinants of student academic misconduct in Ukrainian higher education","authors":"E. Denisova-Schmidt, Yaroslav Prytula, N. Rumyantseva","doi":"10.1080/23322969.2018.1518726","DOIUrl":"https://doi.org/10.1080/23322969.2018.1518726","url":null,"abstract":"ABSTRACT Actions underpinned by the lack of academic integrity are increasingly impacting academic processes within the higher education sector around the world. Bribery, plagiarism and other forms of deception that enable students to obtain undeserved grades or degree certificates undermine the purpose and mission of higher education. By drawing on a representative study conducted among 600 students in Ukraine, this paper explores the determinants of several forms of student academic misconduct and provides insights as to which groups of students are more likely to engage in either monetary or non-monetary corruption. Findings show the importance of student's individual variation in one's levels of general corruption perception and moral stance on corruption, as well as the practical constraints on one's time, living conditions, willingness to study independently, gender and size of the city of origin. While paper focuses only on corruption with direct student involvement, it also outlines a research agenda by discussing the importance of second-order corruption, as well as the role of faculty members and administration in student academic misconduct. Findings will be useful for educators, policymakers and other practitioners.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131658918","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 : 2018-07-03DOI: 10.1080/23322969.2018.1498300
P. Blackmore
ABSTRACT The ideas of ‘prestige’ and of a ‘prestige economy’ are coming into wider use in discussion of higher education. The terms are here set against the background of an enduring interest in issues of status. A current theoretical context is provided through Bourdieu’s analyses of academic work and ideas in the field of cultural production, together with discussion of the growth of academic capitalism. Whilst prestige on its own may offer little that is entirely new, it is argued that differentiating between prestige and reputation offers a potentially valuable tool for understanding the effects of policy on individual and group behaviours. Trends towards differentiation among institutions and concern for inclusiveness both require an appreciation of this distinction if policies are to achieve their intentions. Current concerns about world-class universities, the need for a ‘triple helix’ and the status of teaching are explored to indicate ways in which the distinction can be illuminative. The implications for policy formation and review are considered.
{"title":"What can policy-makers do with the idea of prestige, to make better policy?","authors":"P. Blackmore","doi":"10.1080/23322969.2018.1498300","DOIUrl":"https://doi.org/10.1080/23322969.2018.1498300","url":null,"abstract":"ABSTRACT The ideas of ‘prestige’ and of a ‘prestige economy’ are coming into wider use in discussion of higher education. The terms are here set against the background of an enduring interest in issues of status. A current theoretical context is provided through Bourdieu’s analyses of academic work and ideas in the field of cultural production, together with discussion of the growth of academic capitalism. Whilst prestige on its own may offer little that is entirely new, it is argued that differentiating between prestige and reputation offers a potentially valuable tool for understanding the effects of policy on individual and group behaviours. Trends towards differentiation among institutions and concern for inclusiveness both require an appreciation of this distinction if policies are to achieve their intentions. Current concerns about world-class universities, the need for a ‘triple helix’ and the status of teaching are explored to indicate ways in which the distinction can be illuminative. The implications for policy formation and review are considered.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123777481","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 : 2018-06-19DOI: 10.1080/23322969.2018.1485117
Lucia Brajković
ABSTRACT The purpose of this study is to examine whether the human capital theory tenets hold in Central and Eastern European countries (CEEC) that transitioned from socialist regimes to a market-based economy. The modeling approach relied on 18 years (1994–2012) of country level data collected from the World Bank, in order to explore whether the increase in labor force with tertiary education (i.e. human capital) was associated with better economic outcomes in post-socialist European countries, measured by GDP per capita. Findings from the panel data estimations indicated that, despite of the rise of GDP, the increases in the proportion of labor force with post-secondary education were not associated with this economic growth in post-socialist countries, and that the opposite was true for other European countries. Given that these findings problematize the applicability of the human capital theory in CEEC region, the recently developed theory of academic marginalism is utilized to help further explore this issue.
{"title":"Human capital investment or academic marginalism? Understanding the influence of political economy on higher education in post-socialist Europe","authors":"Lucia Brajković","doi":"10.1080/23322969.2018.1485117","DOIUrl":"https://doi.org/10.1080/23322969.2018.1485117","url":null,"abstract":"ABSTRACT The purpose of this study is to examine whether the human capital theory tenets hold in Central and Eastern European countries (CEEC) that transitioned from socialist regimes to a market-based economy. The modeling approach relied on 18 years (1994–2012) of country level data collected from the World Bank, in order to explore whether the increase in labor force with tertiary education (i.e. human capital) was associated with better economic outcomes in post-socialist European countries, measured by GDP per capita. Findings from the panel data estimations indicated that, despite of the rise of GDP, the increases in the proportion of labor force with post-secondary education were not associated with this economic growth in post-socialist countries, and that the opposite was true for other European countries. Given that these findings problematize the applicability of the human capital theory in CEEC region, the recently developed theory of academic marginalism is utilized to help further explore this issue.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113993766","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 : 2018-06-11DOI: 10.1080/23322969.2018.1483738
Franziska Reinhardt, O. Zlatkin‐Troitschanskaia, Tobias Deribo, R. Happ, Sarah Nell-Müller
ABSTRACT Gaining access to higher education (HE) is a serious concern for refugees. Although studies on the integration and success of refugees in HE are scarce, the challenges associated with this issue as well as its international relevance are becoming apparent. The Success and Opportunities for Refugees in Higher Education (SUCCESS) project was launched to investigate the effectiveness of new online study programs offered through the Kiron Open Higher Education (Kiron) platform, the aim of which is to provide refugees worldwide with the opportunity to access HE. The results of the first project phase based on data from the enrolment process present an extremely heterogeneous sample. The students come from 54 countries around the world and are currently located in over 66 countries; their educational biographies and their language proficiency vary greatly. The described diversity, especially between the different current places of residence, and possible implications for practice and politics are discussed. The evidence from the SUCCESS project indicates that refugee students exhibit significant differences in level of education, and internal and external (pre)conditions and that the successful integration of refugees into HE worldwide requires new approaches to designing effective instructional and assessment methods.
{"title":"Integrating refugees into higher education – the impact of a new online education program for policies and practices","authors":"Franziska Reinhardt, O. Zlatkin‐Troitschanskaia, Tobias Deribo, R. Happ, Sarah Nell-Müller","doi":"10.1080/23322969.2018.1483738","DOIUrl":"https://doi.org/10.1080/23322969.2018.1483738","url":null,"abstract":"ABSTRACT Gaining access to higher education (HE) is a serious concern for refugees. Although studies on the integration and success of refugees in HE are scarce, the challenges associated with this issue as well as its international relevance are becoming apparent. The Success and Opportunities for Refugees in Higher Education (SUCCESS) project was launched to investigate the effectiveness of new online study programs offered through the Kiron Open Higher Education (Kiron) platform, the aim of which is to provide refugees worldwide with the opportunity to access HE. The results of the first project phase based on data from the enrolment process present an extremely heterogeneous sample. The students come from 54 countries around the world and are currently located in over 66 countries; their educational biographies and their language proficiency vary greatly. The described diversity, especially between the different current places of residence, and possible implications for practice and politics are discussed. The evidence from the SUCCESS project indicates that refugee students exhibit significant differences in level of education, and internal and external (pre)conditions and that the successful integration of refugees into HE worldwide requires new approaches to designing effective instructional and assessment methods.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124692063","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 : 2018-03-28DOI: 10.1080/23322969.2018.1455532
M. Skolnik, Leesa Wheelahan, Gavin Moodie, Qin Liu, Edmund Adam, D. Simpson
ABSTRACT During the past two decades community colleges and technical institutes in several jurisdictions, including parts of Canada, the United States and Australia, have been given the authority to award bachelor degrees. One of the motivations for this addition to the mandate of these institutions is to improve opportunities for bachelor degree attainment among groups that historically have been underserved by universities. This article addresses the equity implications of extending the authority to award baccalaureate degrees to an additional class of institutions in Canada’s largest province, Ontario. The article identifies the conditions that need to be met for reforms of this type to impact positively on social mobility and inequality, and it describes the kinds of data that are necessary to determine the extent to which those conditions are met. Based on interviews with students, faculty, and college leaders, it was found that regulatory restrictions on intra-college transfer from sub-baccalaureate to baccalaureate programs and lack of public awareness of a new type of bachelor degree may be limiting the social impact of this reform.
{"title":"Exploring the potential contribution of college bachelor degree programs in Ontario to reducing social inequality","authors":"M. Skolnik, Leesa Wheelahan, Gavin Moodie, Qin Liu, Edmund Adam, D. Simpson","doi":"10.1080/23322969.2018.1455532","DOIUrl":"https://doi.org/10.1080/23322969.2018.1455532","url":null,"abstract":"ABSTRACT During the past two decades community colleges and technical institutes in several jurisdictions, including parts of Canada, the United States and Australia, have been given the authority to award bachelor degrees. One of the motivations for this addition to the mandate of these institutions is to improve opportunities for bachelor degree attainment among groups that historically have been underserved by universities. This article addresses the equity implications of extending the authority to award baccalaureate degrees to an additional class of institutions in Canada’s largest province, Ontario. The article identifies the conditions that need to be met for reforms of this type to impact positively on social mobility and inequality, and it describes the kinds of data that are necessary to determine the extent to which those conditions are met. Based on interviews with students, faculty, and college leaders, it was found that regulatory restrictions on intra-college transfer from sub-baccalaureate to baccalaureate programs and lack of public awareness of a new type of bachelor degree may be limiting the social impact of this reform.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127647113","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 : 2018-02-26DOI: 10.1080/23322969.2018.1442243
P. Temple
ABSTRACT The possible connections between the physical form of a higher education institution and its effectiveness as a site for teaching, learning, scholarship and research have only become explicit, to some extent, from the mid-twentieth century. This may be thought surprising, not least in view of the large proportion of most institutional budgets devoted to creating and maintaining physical fabric. This lack of consideration is now being rectified from both theoretical and operational perspectives. Space and place – the latter conceptualised here as what people make of space – in higher education have come under examination in recent years from philosophical, sociological, pedagogic, architectural, and other perspectives. The conceptual breadth of these perspectives makes it difficult to analyse or to theorise convincingly in a general sense about physical space in higher education – to a greater extent, arguably, than for other overarching determinants of higher education outcomes. I present here some conclusions drawing on current understandings of the meanings of space and place in higher education; how they are seen as interacting (or not) with academic work; and what directions further work in this area might usefully take.
{"title":"Space, place and institutional effectiveness in higher education","authors":"P. Temple","doi":"10.1080/23322969.2018.1442243","DOIUrl":"https://doi.org/10.1080/23322969.2018.1442243","url":null,"abstract":"ABSTRACT The possible connections between the physical form of a higher education institution and its effectiveness as a site for teaching, learning, scholarship and research have only become explicit, to some extent, from the mid-twentieth century. This may be thought surprising, not least in view of the large proportion of most institutional budgets devoted to creating and maintaining physical fabric. This lack of consideration is now being rectified from both theoretical and operational perspectives. Space and place – the latter conceptualised here as what people make of space – in higher education have come under examination in recent years from philosophical, sociological, pedagogic, architectural, and other perspectives. The conceptual breadth of these perspectives makes it difficult to analyse or to theorise convincingly in a general sense about physical space in higher education – to a greater extent, arguably, than for other overarching determinants of higher education outcomes. I present here some conclusions drawing on current understandings of the meanings of space and place in higher education; how they are seen as interacting (or not) with academic work; and what directions further work in this area might usefully take.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131359708","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 : 2018-01-02DOI: 10.1080/23322969.2018.1424561
L. Gearon
ABSTRACT Against a backdrop of acute global terrorist actions and international counter-terrorist initiatives, and newly marked involvement of UK universities in counter-terrorism with the Counter-Terrorism and Security Act 2015, this article reviews a wide multidisciplinary literature to provide a structural analysis of terrorism and counter-terrorism policy and research in UK universities over a 20-year timeframe (1997–2017), identifying three phases in terrorism and counter-terrorism legislative and related policy contexts: temporary; permanent and normative permanence. These three periods correlate with a vast expansion of academic terrorism research which is multidisciplinary, rapidly diversifying and expanding in direct correlation to the intensification of terroristic action. Mindful of a complex context of intensified global terrorism, the article identifies shifting patterns in the aims and manifest impacts of terrorism and counter-terrorism policy and research in UK universities. This article concludes by proposing a working analytic-structural framework for framing the disciplinary-epistemological, institutional and operational impacts on UK higher education of terrorism and counter-terrorism policy and research, including a critical and little explored relationship between universities and security and intelligence agencies.
摘要:在全球恐怖主义行动和国际反恐倡议日益尖锐的背景下，以及英国大学在2015年《反恐与安全法》(terrorism and Security Act 2015)下参与反恐的新标志下，本文回顾了广泛的多学科文献，对英国大学在20年时间框架(1997-2017)内的恐怖主义和反恐政策与研究进行了结构性分析。确定恐怖主义和反恐立法及相关政策的三个阶段:暂时的;永久性和规范性的永久性。这三个时期与恐怖主义学术研究的广泛扩展有关，这些研究是多学科的，迅速多样化和扩大，与恐怖主义行动的加剧直接相关。考虑到全球恐怖主义加剧的复杂背景，本文确定了恐怖主义的目标和明显影响的变化模式，以及英国大学的反恐政策和研究。本文最后提出了一个有效的分析结构框架，用于构建对英国高等教育的恐怖主义和反恐政策和研究的学科认识论、制度和操作影响，包括大学与安全和情报机构之间的关键和很少探索的关系。
{"title":"Terrorism and counter-terrorism policy and research in UK universities (1997–2017): an analytic-structural review of the literature and related sources","authors":"L. Gearon","doi":"10.1080/23322969.2018.1424561","DOIUrl":"https://doi.org/10.1080/23322969.2018.1424561","url":null,"abstract":"ABSTRACT Against a backdrop of acute global terrorist actions and international counter-terrorist initiatives, and newly marked involvement of UK universities in counter-terrorism with the Counter-Terrorism and Security Act 2015, this article reviews a wide multidisciplinary literature to provide a structural analysis of terrorism and counter-terrorism policy and research in UK universities over a 20-year timeframe (1997–2017), identifying three phases in terrorism and counter-terrorism legislative and related policy contexts: temporary; permanent and normative permanence. These three periods correlate with a vast expansion of academic terrorism research which is multidisciplinary, rapidly diversifying and expanding in direct correlation to the intensification of terroristic action. Mindful of a complex context of intensified global terrorism, the article identifies shifting patterns in the aims and manifest impacts of terrorism and counter-terrorism policy and research in UK universities. This article concludes by proposing a working analytic-structural framework for framing the disciplinary-epistemological, institutional and operational impacts on UK higher education of terrorism and counter-terrorism policy and research, including a critical and little explored relationship between universities and security and intelligence agencies.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115109208","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 : 2018-01-02DOI: 10.1080/23322969.2018.1424562
E. Hazelkorn
ABSTRACT Higher education (HE) is a global enterprise. Its success (or failure) is integral to and a powerful indicator of the knowledge-producing and talent-attracting capacity of nations. But, the landscape in which HE operates today has become extremely complex; there are many more demands and many constituencies, each with an impact on and a voice in shaping HE’s role and purpose. Since the millennium, university rankings have become one of these influencing voices. But, they are no longer about enhancing student choice, but increasingly about the geopolitical positioning for universities and nations. The extent to which they are transforming the relationship between the state and HE, with implications for today, are explored in this article. There are three parts. Part 1 looks at the transformation of rankings from a statistical-technical phenomenon influencing institutional decision-making to being a policy instrument driving competition at institutional, national and global levels. Part 2 examines how rankings have impacted on and altered the relationship between HE and the state, looking at the accountability agenda, and the geopolitics of HE. Finally, Part 3 discusses some implications and options in the context of recent social-political developments, and the challenges they pose to HE.
{"title":"Reshaping the world order of higher education: the role and impact of rankings on national and global systems*","authors":"E. Hazelkorn","doi":"10.1080/23322969.2018.1424562","DOIUrl":"https://doi.org/10.1080/23322969.2018.1424562","url":null,"abstract":"ABSTRACT Higher education (HE) is a global enterprise. Its success (or failure) is integral to and a powerful indicator of the knowledge-producing and talent-attracting capacity of nations. But, the landscape in which HE operates today has become extremely complex; there are many more demands and many constituencies, each with an impact on and a voice in shaping HE’s role and purpose. Since the millennium, university rankings have become one of these influencing voices. But, they are no longer about enhancing student choice, but increasingly about the geopolitical positioning for universities and nations. The extent to which they are transforming the relationship between the state and HE, with implications for today, are explored in this article. There are three parts. Part 1 looks at the transformation of rankings from a statistical-technical phenomenon influencing institutional decision-making to being a policy instrument driving competition at institutional, national and global levels. Part 2 examines how rankings have impacted on and altered the relationship between HE and the state, looking at the accountability agenda, and the geopolitics of HE. Finally, Part 3 discusses some implications and options in the context of recent social-political developments, and the challenges they pose to HE.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128127996","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 : 2018-01-02DOI: 10.1080/23322969.2017.1390690
Malcolm Tight
ABSTRACT The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy – particularly at the level of the individual, course or department – it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.
ABSTRACT The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last thirty decades.从本质上讲，这一理念承认了以批判和研究为基础的教学方法的重要性，并试图以此提升教学与研究的地位。本文通过对学术文献的系统回顾，探讨了教学学术的产生和发展，并对其应用和批判进行了思考。文章的结论是，虽然 "教学学术 "在思维、实践和政策方面--特别是在个人、课程或院系层面--具有一定的影响力，但它并没有带来新的或创新性研究方向的发展。虽然可以说这不是它的初衷，但却限制了它的影响。
{"title":"Tracking the scholarship of teaching and learning","authors":"Malcolm Tight","doi":"10.1080/23322969.2017.1390690","DOIUrl":"https://doi.org/10.1080/23322969.2017.1390690","url":null,"abstract":"ABSTRACT The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy – particularly at the level of the individual, course or department – it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126014381","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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