Pub Date : 2023-07-01DOI: 10.1177/23476311231183296
Rajan Gurukkal
A relative decline of quality in higher education has been rampant the world over. Hardly has this been a problem confined to new institutions or to some countries alone. Massification, privatization and commercialization of higher education with the entailing proliferation of colleges and universities have accounted for the general decline in the standard of courses, teachers, learners, academic resources, infrastructure, evaluation and objectives. Democratization of higher education is mandatory for the contemporary economy and hence the unprecedented pressure to scale the number of learners to the highest possible. This challenge has been accounting for an obsessive search for various teaching methods and effective learning. Under the same economic pressure, we are almost at a loss today to define what serious learning means. It becomes necessary to remind ourselves that real learning is not remembering facts but understanding passionately and deeply to own and control knowledge. Passionate learners need neither teachers nor methods, for they are what the latter seeks to achieve. Teachers owe methods to the ways of passionate learners.
{"title":"Return to Engaged Textual Learning","authors":"Rajan Gurukkal","doi":"10.1177/23476311231183296","DOIUrl":"https://doi.org/10.1177/23476311231183296","url":null,"abstract":"A relative decline of quality in higher education has been rampant the world over. Hardly has this been a problem confined to new institutions or to some countries alone. Massification, privatization and commercialization of higher education with the entailing proliferation of colleges and universities have accounted for the general decline in the standard of courses, teachers, learners, academic resources, infrastructure, evaluation and objectives. Democratization of higher education is mandatory for the contemporary economy and hence the unprecedented pressure to scale the number of learners to the highest possible. This challenge has been accounting for an obsessive search for various teaching methods and effective learning. Under the same economic pressure, we are almost at a loss today to define what serious learning means. It becomes necessary to remind ourselves that real learning is not remembering facts but understanding passionately and deeply to own and control knowledge. Passionate learners need neither teachers nor methods, for they are what the latter seeks to achieve. Teachers owe methods to the ways of passionate learners.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"133 - 138"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49423911","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 : 2023-07-01DOI: 10.1177/23476311231174496
A.E. Trenova, A. Seitzhanov, Bakdolot Kosobaeva, Bazarkhan Imangaliyeva
The relevance of the research in this article is conditioned upon the problems of introducing environment-oriented education in the field of chemical discipline for the development of an important component of the information part of this science among students, based on its application in the framework of restoration and conservation of ecology. The purpose of the article is to develop a model of ecologization of the organic chemistry course for the development of knowledge in the discipline with the establishment of ecological culture. The leading method to study this problem is a combination of the Schwartz value questionnaire to determine the level of personal manifestations in the field of various behavioural reactions and decision-making, based on value motivational aspirations, which will affect social life and many of its components. The article presents the developed model of ecologization of the course of study within the framework of organic chemistry, which allows students to form an ecological culture and present the information part in the form of special knowledge based on the selective structure, which carries the factor of restoration and preservation of ecology.
{"title":"Ecologization of the Course of Organic Chemistry, Forming Ecological Knowledge and Education","authors":"A.E. Trenova, A. Seitzhanov, Bakdolot Kosobaeva, Bazarkhan Imangaliyeva","doi":"10.1177/23476311231174496","DOIUrl":"https://doi.org/10.1177/23476311231174496","url":null,"abstract":"The relevance of the research in this article is conditioned upon the problems of introducing environment-oriented education in the field of chemical discipline for the development of an important component of the information part of this science among students, based on its application in the framework of restoration and conservation of ecology. The purpose of the article is to develop a model of ecologization of the organic chemistry course for the development of knowledge in the discipline with the establishment of ecological culture. The leading method to study this problem is a combination of the Schwartz value questionnaire to determine the level of personal manifestations in the field of various behavioural reactions and decision-making, based on value motivational aspirations, which will affect social life and many of its components. The article presents the developed model of ecologization of the course of study within the framework of organic chemistry, which allows students to form an ecological culture and present the information part in the form of special knowledge based on the selective structure, which carries the factor of restoration and preservation of ecology.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"209 - 221"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42241392","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 : 2023-01-01DOI: 10.1177/23476311231156678
Rajan Gurukkal
Digital technologies have enabled learners to gain access to a much wider range of knowledge. By gaining access to a vast body of open-source knowledge repositories across disciplines, students avail themselves of enormous flexibility and choice. By forming groups and subgroups, they become part of the global community of learners blessed with the wonderful opportunity to interactive learning against one another through reciprocal support. A wide variety of digital devices have made their learning unprecedentedly quicker and deeper. Technologies empower students with the facility of learning, any time, anywhere and at any level. Students can move from university to university by availing the freedom of multiple entry and exit for doing courses. They can deposit their credits in an account with the Academic Bank of Credits and exchange them for degrees from the university of their preference. Nevertheless, digital technologies are not just an array of teaching and learning tools that have been the central transformative force in education the world over. They have been transforming not only how to learn or what to teach but also the nature of knowledge itself. Knowledge that has been an object for long is being turned into a series of flows. In digital technologies, knowledge is no longer a product, but a process in communication networks. As a result, disciplines are drawing closer to one another beyond their boundaries and generating new knowledge to be stored more in digital devices than in prints. There is a sea change in the mode of production, consumption and exchange of knowledge. This is yet to percolate down through an up-to-date curriculum and adequate courses.
{"title":"Digital Influx in Knowledge Fields","authors":"Rajan Gurukkal","doi":"10.1177/23476311231156678","DOIUrl":"https://doi.org/10.1177/23476311231156678","url":null,"abstract":"Digital technologies have enabled learners to gain access to a much wider range of knowledge. By gaining access to a vast body of open-source knowledge repositories across disciplines, students avail themselves of enormous flexibility and choice. By forming groups and subgroups, they become part of the global community of learners blessed with the wonderful opportunity to interactive learning against one another through reciprocal support. A wide variety of digital devices have made their learning unprecedentedly quicker and deeper. Technologies empower students with the facility of learning, any time, anywhere and at any level. Students can move from university to university by availing the freedom of multiple entry and exit for doing courses. They can deposit their credits in an account with the Academic Bank of Credits and exchange them for degrees from the university of their preference. Nevertheless, digital technologies are not just an array of teaching and learning tools that have been the central transformative force in education the world over. They have been transforming not only how to learn or what to teach but also the nature of knowledge itself. Knowledge that has been an object for long is being turned into a series of flows. In digital technologies, knowledge is no longer a product, but a process in communication networks. As a result, disciplines are drawing closer to one another beyond their boundaries and generating new knowledge to be stored more in digital devices than in prints. There is a sea change in the mode of production, consumption and exchange of knowledge. This is yet to percolate down through an up-to-date curriculum and adequate courses.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"7 - 10"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43993574","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 : 2023-01-01DOI: 10.1177/23476311221141153
Ziba Bahrami, M. Ebrahimi, Gholamhossein Khedri, Hossein Azadi
Graduate recruitment is one of the issues that have always been of interest to educational planners in different countries and the educational system of countries is no exception. Today, developed and developing countries have offered entrepreneurship courses to overcome the challenges of job search. In other words, the solution to these problems should be sought in entrepreneurship skills. The main aim of this research is to examine the role of entrepreneurial universities in the development of entrepreneurship in society, which will eventually lead to sustainable development. This study follows a quantitative methodology by using a self-administered questionnaire. This research’s statistical population consists of postgraduate and undergraduate students who have finished at least two academic years of study. The KMO coefficient and Bartlett’s test were used to establish the questionnaire’s content validity, while Cronbach’s alpha coefficient was used to check its reliability, revealing that the instruments were consistent at 91%. Descriptive and inferential statistics including frequency, mean, Kruskal test, Mann–Whitney test, Pearson correlation coefficient and regression were used to analyze the data. The findings of the correlation study showed that there is a significant relationship between university entrepreneurship factors and university-level awareness of entrepreneurial activities. Furthermore, the results of regression analysis showed that the dependent variable of the entrepreneurial awareness of students was dependent on variables such as the characteristics of the entrepreneurial university, parents’ income, personal awareness of students and communication channels.
{"title":"The Role of Entrepreneurial Universities in Developing Students’ Awareness and Improving Post-Graduation Entrepreneurship Circumstances","authors":"Ziba Bahrami, M. Ebrahimi, Gholamhossein Khedri, Hossein Azadi","doi":"10.1177/23476311221141153","DOIUrl":"https://doi.org/10.1177/23476311221141153","url":null,"abstract":"Graduate recruitment is one of the issues that have always been of interest to educational planners in different countries and the educational system of countries is no exception. Today, developed and developing countries have offered entrepreneurship courses to overcome the challenges of job search. In other words, the solution to these problems should be sought in entrepreneurship skills. The main aim of this research is to examine the role of entrepreneurial universities in the development of entrepreneurship in society, which will eventually lead to sustainable development. This study follows a quantitative methodology by using a self-administered questionnaire. This research’s statistical population consists of postgraduate and undergraduate students who have finished at least two academic years of study. The KMO coefficient and Bartlett’s test were used to establish the questionnaire’s content validity, while Cronbach’s alpha coefficient was used to check its reliability, revealing that the instruments were consistent at 91%. Descriptive and inferential statistics including frequency, mean, Kruskal test, Mann–Whitney test, Pearson correlation coefficient and regression were used to analyze the data. The findings of the correlation study showed that there is a significant relationship between university entrepreneurship factors and university-level awareness of entrepreneurial activities. Furthermore, the results of regression analysis showed that the dependent variable of the entrepreneurial awareness of students was dependent on variables such as the characteristics of the entrepreneurial university, parents’ income, personal awareness of students and communication channels.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"49 - 70"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46257962","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 : 2023-01-01DOI: 10.1177/23476311221143231
N. J. Rao, Shilpi Banerjee
Classroom assessment is the process of documenting the knowledge, skills, attitudes and beliefs of learners. It provides essential feedback to both instructors and students to improve their teaching methods for guiding and motivating students to be actively involved in their learning. Assessment drives learning. Formative assessments enable the instructor to guide the students to learn well. Summative assessments enable the measurement of levels of attainment of course outcomes and act as feedback to course design and curriculum improvement. This article presents the underlying principles of assessment through a discussion of assessment approaches and their purposes, types of assessment items, quality of assessment and summative assessment plans. Quality assessment instruments can be developed through an understanding of the quality attributes of assessment items, the process of designing assessment instruments, designing a variety of assessment items, and devising plans to evaluate them through rubrics. An approach is presented for creating a summative assessment plan that can also lead to the attainment of outcomes as per the requirements of programme accreditation.
{"title":"Classroom Assessment in Higher Education","authors":"N. J. Rao, Shilpi Banerjee","doi":"10.1177/23476311221143231","DOIUrl":"https://doi.org/10.1177/23476311221143231","url":null,"abstract":"Classroom assessment is the process of documenting the knowledge, skills, attitudes and beliefs of learners. It provides essential feedback to both instructors and students to improve their teaching methods for guiding and motivating students to be actively involved in their learning. Assessment drives learning. Formative assessments enable the instructor to guide the students to learn well. Summative assessments enable the measurement of levels of attainment of course outcomes and act as feedback to course design and curriculum improvement. This article presents the underlying principles of assessment through a discussion of assessment approaches and their purposes, types of assessment items, quality of assessment and summative assessment plans. Quality assessment instruments can be developed through an understanding of the quality attributes of assessment items, the process of designing assessment instruments, designing a variety of assessment items, and devising plans to evaluate them through rubrics. An approach is presented for creating a summative assessment plan that can also lead to the attainment of outcomes as per the requirements of programme accreditation.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"11 - 30"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42809394","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 : 2023-01-01DOI: 10.1177/23476311221143003
Serafina Pastore, Aleidis Delville, Marianna Colosimo, F. Scardigno, A. Manuti
The attention deserved to the recognition of qualifications (degrees) and competencies acquired elsewhere, as a means for equity and inclusion in education has progressively influenced educational research and also educational policy and decision-making. Different European countries, agreeing with the importance of valorising informal learning, have expressed the need to make learning ‘beyond the classroom’ visible and to assess it in a more responsive and effective way. Despite the common educational policy framework, in the European area, students with a migratory background (i.e., migrants and/or refugees) continue to struggle in accessing university paths. Given the persistent difficulties in ensuring migrants and refugees equal access to education and training opportunities, this article reports a systematic review study focused on recognition practices realized, over the last 5 years, in the European higher education context. Against the backdrop of the learning recognition debate, the results of this literature review study show a scattered landscape of local practices, sometimes, misaligned with the educational policies defined at the European level. The present study represents a useful step in reflecting on what actions are expected to be designed and implemented by higher education institutions in order to ensure a culturally responsive and equitable education for all.
{"title":"With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context","authors":"Serafina Pastore, Aleidis Delville, Marianna Colosimo, F. Scardigno, A. Manuti","doi":"10.1177/23476311221143003","DOIUrl":"https://doi.org/10.1177/23476311221143003","url":null,"abstract":"The attention deserved to the recognition of qualifications (degrees) and competencies acquired elsewhere, as a means for equity and inclusion in education has progressively influenced educational research and also educational policy and decision-making. Different European countries, agreeing with the importance of valorising informal learning, have expressed the need to make learning ‘beyond the classroom’ visible and to assess it in a more responsive and effective way. Despite the common educational policy framework, in the European area, students with a migratory background (i.e., migrants and/or refugees) continue to struggle in accessing university paths. Given the persistent difficulties in ensuring migrants and refugees equal access to education and training opportunities, this article reports a systematic review study focused on recognition practices realized, over the last 5 years, in the European higher education context. Against the backdrop of the learning recognition debate, the results of this literature review study show a scattered landscape of local practices, sometimes, misaligned with the educational policies defined at the European level. The present study represents a useful step in reflecting on what actions are expected to be designed and implemented by higher education institutions in order to ensure a culturally responsive and equitable education for all.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"71 - 85"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48362054","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 : 2023-01-01DOI: 10.1177/23476311231155523
A. Sapargaliyeva, A. Shynybekova, Zhumakul M. Molbassynova, Ryskul Tasbolatova, T. Nurzhanova
The relevance of the research topic is that in order to effectively ensure the professional training of highly qualified personnel in higher education institutions, priority is given to professionally competent teachers, researchers and innovators who are able to implement modern methodological approaches to scientific knowledge and student-centred learning during a lifetime with prolonged employment. The purpose of this article is to study the innovative educational technologies and competencies in higher education. The leading research methods are survey, questionnaire, interviewing, testing and the method of statistical analysis. The authors formed experimental and control groups of future teachers in order to measure the level of readiness of philology students to use technological innovations in future professional and pedagogical activities. It was found that positive changes in the identification of students’ interest in these activities occurred only in those students who observed innovative approaches of teachers to teaching foreign languages. Also, it was determined that the increased interest of students—future teachers of philological specializations of the control and experimental groups in multimedia and electronic learning tools is due to the global digitalization of the educational process, as well as the school reformation processes, which provide for the active introduction and use of multimedia teaching tools. The principal research question for this research is as follows: Is it necessary for philolosophy students to use technological innovations in future professional and pedagogical activities? It was concluded that the developed and implemented system of teaching foreign languages to students of philological specializations using technological innovations is effective.
{"title":"Innovative Educational Technologies and Competencies in Higher Education","authors":"A. Sapargaliyeva, A. Shynybekova, Zhumakul M. Molbassynova, Ryskul Tasbolatova, T. Nurzhanova","doi":"10.1177/23476311231155523","DOIUrl":"https://doi.org/10.1177/23476311231155523","url":null,"abstract":"The relevance of the research topic is that in order to effectively ensure the professional training of highly qualified personnel in higher education institutions, priority is given to professionally competent teachers, researchers and innovators who are able to implement modern methodological approaches to scientific knowledge and student-centred learning during a lifetime with prolonged employment. The purpose of this article is to study the innovative educational technologies and competencies in higher education. The leading research methods are survey, questionnaire, interviewing, testing and the method of statistical analysis. The authors formed experimental and control groups of future teachers in order to measure the level of readiness of philology students to use technological innovations in future professional and pedagogical activities. It was found that positive changes in the identification of students’ interest in these activities occurred only in those students who observed innovative approaches of teachers to teaching foreign languages. Also, it was determined that the increased interest of students—future teachers of philological specializations of the control and experimental groups in multimedia and electronic learning tools is due to the global digitalization of the educational process, as well as the school reformation processes, which provide for the active introduction and use of multimedia teaching tools. The principal research question for this research is as follows: Is it necessary for philolosophy students to use technological innovations in future professional and pedagogical activities? It was concluded that the developed and implemented system of teaching foreign languages to students of philological specializations using technological innovations is effective.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"110 - 122"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43341347","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 : 2023-01-01DOI: 10.1177/23476311231152292
Arindam Chakrabarty, A. Singh
Higher education is the refinement of teaching–learning and research acumen. It is the epitome of a learning system before entering the job market or venturing into new start-ups. Various studies indicate that the growth of an economy is positively associated with development in the higher education ecosystem. The state-run institutions have their inherent stereotypical challenges for propelling the essence of excellence. Barring a few, the mushrooming of private institutions has diluted its holistic objectives at par with the national standards. The quality outcome of higher education research brings momentum to all the development vectors across society, nation and the global community. Higher Education Institutions (HEIs) in developing countries have failed to secure top positions in various global rankings, causing concern for all stakeholders. This paper attempts to develop a comprehensive strategic model best suited to developing nations like India that can transform the higher education ecosystem par excellence to the apex institutions across the globe. The paper strongly suggests establishing a unitary institution that would pool the best talents from the existing HEIs through a stringent and unbiased scoring instrument that would augment the quality of life, resurgence of the economy, superior Human Development Index and sustainable development.
{"title":"Strategic Reforms in the Higher Education Research Ecosystem in India","authors":"Arindam Chakrabarty, A. Singh","doi":"10.1177/23476311231152292","DOIUrl":"https://doi.org/10.1177/23476311231152292","url":null,"abstract":"Higher education is the refinement of teaching–learning and research acumen. It is the epitome of a learning system before entering the job market or venturing into new start-ups. Various studies indicate that the growth of an economy is positively associated with development in the higher education ecosystem. The state-run institutions have their inherent stereotypical challenges for propelling the essence of excellence. Barring a few, the mushrooming of private institutions has diluted its holistic objectives at par with the national standards. The quality outcome of higher education research brings momentum to all the development vectors across society, nation and the global community. Higher Education Institutions (HEIs) in developing countries have failed to secure top positions in various global rankings, causing concern for all stakeholders. This paper attempts to develop a comprehensive strategic model best suited to developing nations like India that can transform the higher education ecosystem par excellence to the apex institutions across the globe. The paper strongly suggests establishing a unitary institution that would pool the best talents from the existing HEIs through a stringent and unbiased scoring instrument that would augment the quality of life, resurgence of the economy, superior Human Development Index and sustainable development.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"86 - 109"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43998889","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 : 2023-01-01DOI: 10.1177/23476311221142433
S. Bhushan
Rules and rationalities are the bases of analysis in rules determined governance model. Power as the ability to influence decision-making and the influence of power centres are not sufficiently examined in the literature on the governance of higher education. The article locates various centres of power in the functioning of universities and how they affect decision-making. The study is located in a large province of India with a population of 130 million with over a dozen of universities and over 700 colleges affiliated with the universities. The study finds that conflict among power centres affects the decision-making and determines governance in an amorphous way. The leadership challenge is to create a communicative process by which the conflicts are resolved and unity of purposes of governance is established. However, conflict resolution itself is embedded in social and political structures. From a case study of the governance of a province in India, I observe the chaos in the governance of universities. However, depending on the intensity of the conflict or the resolution of the conflict the experiences of governance may vary in different contexts. I argue that power centres in the governance of higher education are useful instrument to study the governance of universities.
{"title":"Power Centres in Governance of Higher Education","authors":"S. Bhushan","doi":"10.1177/23476311221142433","DOIUrl":"https://doi.org/10.1177/23476311221142433","url":null,"abstract":"Rules and rationalities are the bases of analysis in rules determined governance model. Power as the ability to influence decision-making and the influence of power centres are not sufficiently examined in the literature on the governance of higher education. The article locates various centres of power in the functioning of universities and how they affect decision-making. The study is located in a large province of India with a population of 130 million with over a dozen of universities and over 700 colleges affiliated with the universities. The study finds that conflict among power centres affects the decision-making and determines governance in an amorphous way. The leadership challenge is to create a communicative process by which the conflicts are resolved and unity of purposes of governance is established. However, conflict resolution itself is embedded in social and political structures. From a case study of the governance of a province in India, I observe the chaos in the governance of universities. However, depending on the intensity of the conflict or the resolution of the conflict the experiences of governance may vary in different contexts. I argue that power centres in the governance of higher education are useful instrument to study the governance of universities.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"10 1","pages":"31 - 48"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715606","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 : 2022-07-01DOI: 10.1177/23476311221107210
Ronaldo R. Cabauatan
This study estimates the impact of education sector of the 5-ASEAN members and China in the long-run. This study also examines the long-run relationship of the education sector and the economy. This compares the number of enrollees in the 5-ASEAN countries plus China. Having the 2015 ASEAN integration, it is important to determine the contribution of education to the economy. This study determines the causality between the education enrollees and real GDP in 5-ASEAN countries plus China. This study also used the structural stability test to examine the stability of the coefficients of the model between different time periods as this will provide insights concerning the stability or consistency despite the economic environment in previous years. The study made used of the specification error test to determine if there is specification error in the results. The study also used the unit root test in determining the stationarity of the time series data that may result to spurious regression output. The study used White heteroskedasticity test to determine if the variance of the residual is constant, unbiased and no outliers.
{"title":"5-ASEAN Countries and China on Education and Economic Growth: A Vector Error Correction Analysis","authors":"Ronaldo R. Cabauatan","doi":"10.1177/23476311221107210","DOIUrl":"https://doi.org/10.1177/23476311221107210","url":null,"abstract":"This study estimates the impact of education sector of the 5-ASEAN members and China in the long-run. This study also examines the long-run relationship of the education sector and the economy. This compares the number of enrollees in the 5-ASEAN countries plus China. Having the 2015 ASEAN integration, it is important to determine the contribution of education to the economy. This study determines the causality between the education enrollees and real GDP in 5-ASEAN countries plus China. This study also used the structural stability test to examine the stability of the coefficients of the model between different time periods as this will provide insights concerning the stability or consistency despite the economic environment in previous years. The study made used of the specification error test to determine if there is specification error in the results. The study also used the unit root test in determining the stationarity of the time series data that may result to spurious regression output. The study used White heteroskedasticity test to determine if the variance of the residual is constant, unbiased and no outliers.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"169 - 185"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881695","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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