Pub Date : 2019-10-04DOI: 10.1108/978-1-78973-627-420191005
P. Mihályi
It is a widely shared view among policymakers, as well as among higher education specialists that the development of the higher education sphere is a key to foster economic growth and to reduce the gap between Hungary and the more advanced Western countries. It is also believed that the underfunding of the Hungarian universities is the main reason why the Hungarian universities cannot climb higher up at the international ranking lists. This chapter takes issue with both of these propositions. It will be shown that at the current level of development more money will not help much. There are (at least) four structural obstacles in the way of improving the quality of Hungarian higher education.
{"title":"Four Obstacles to Improving the Quality of University Education: The Case of Hungary","authors":"P. Mihályi","doi":"10.1108/978-1-78973-627-420191005","DOIUrl":"https://doi.org/10.1108/978-1-78973-627-420191005","url":null,"abstract":"It is a widely shared view among policymakers, as well as among higher education specialists that the development of the higher education sphere is a key to foster economic growth and to reduce the gap between Hungary and the more advanced Western countries. It is also believed that the underfunding of the Hungarian universities is the main reason why the Hungarian universities cannot climb higher up at the international ranking lists. This chapter takes issue with both of these propositions. It will be shown that at the current level of development more money will not help much. There are (at least) four structural obstacles in the way of improving the quality of Hungarian higher education.","PeriodicalId":410820,"journal":{"name":"Management and Administration of Higher Education Institutions at Times of Change","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114690080","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 : 2019-10-04DOI: 10.1108/978-1-78973-627-420191004
Y. Hsieh, Y. Wu, Lan-Ying Huang, Chia-Fen Chang
The purpose of this study is to explore how the “New type of industry and research chain value creation project” promoted by the Ministry of Science and Technology in Taiwan can help universities to achieve university social responsibility (USR), promote social innovation, and achieve sustainable development. The university social responsibility defined in this study is proposed through literature analysis. The study interviewed three professionals who actually participated in the project and served as core positions. Semi-structured in-depth interviews were conducted. Key findings are drawn as follows. First, the term USR is multifaceted and needs further refinement in light of the changing and dynamic roles of universities. Second, the value creation plan helps universities achieve social responsibility. Third, the value creation team incorporates the concept of university social responsibility into the consideration of development factors, which contributes to the sustainability of the project. Fourth, the value creation plan faces the willingness of participants and the public's unclear understanding of university social responsibility. Finally, practical benefits include the joy of team members, the cultivation of talents and the dream of having a business.
{"title":"University Social Responsibility from the Industrial Value Creation Program Perspective","authors":"Y. Hsieh, Y. Wu, Lan-Ying Huang, Chia-Fen Chang","doi":"10.1108/978-1-78973-627-420191004","DOIUrl":"https://doi.org/10.1108/978-1-78973-627-420191004","url":null,"abstract":"The purpose of this study is to explore how the “New type of industry and research chain value creation project” promoted by the Ministry of Science and Technology in Taiwan can help universities to achieve university social responsibility (USR), promote social innovation, and achieve sustainable development. The university social responsibility defined in this study is proposed through literature analysis. The study interviewed three professionals who actually participated in the project and served as core positions. Semi-structured in-depth interviews were conducted. Key findings are drawn as follows. First, the term USR is multifaceted and needs further refinement in light of the changing and dynamic roles of universities. Second, the value creation plan helps universities achieve social responsibility. Third, the value creation team incorporates the concept of university social responsibility into the consideration of development factors, which contributes to the sustainability of the project. Fourth, the value creation plan faces the willingness of participants and the public's unclear understanding of university social responsibility. Finally, practical benefits include the joy of team members, the cultivation of talents and the dream of having a business.","PeriodicalId":410820,"journal":{"name":"Management and Administration of Higher Education Institutions at Times of Change","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132637369","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 : 2019-10-04DOI: 10.1108/978-1-78973-627-420191010
M. Spruit, Patrick Joosten
The higher education world around us is changing fast. Mobile learning (M-learning) and apps in education are new and exciting. However, this does not mean that the faculty is less relevant. On the contrary, the faculty are an ever-important factor that is needed to increase student engagement. Disengaged students are in fact more problematic than low achieving students. This is because of the disruption disengaged student bring in the classroom. Therefore, increasing student engagement is a key challenge in higher education today. Research suggests that active learning, value and expectations are important factors that determine student engagement. Some of these factors can be indirectly influenced by the faculty and course designers. Against this background, the objective of this chapter is to examine if dwindling student engagement in higher education can be addressed with CURPA, i.e. a CURriculum and course planning (CURP) App. CURPA is the result of our efforts at Utrecht University to help design courses and curricula by using cards to account for different activities, with the strategic aim being to stimulate student engagement in higher education. Our expert interviews resulted in a MoSCoW-prioritised list of requirements that can be implemented over time, structured in line with Becker's student engagement model.
{"title":"Managing Student Engagement in Higher Education Institutions: The Case of Curpa","authors":"M. Spruit, Patrick Joosten","doi":"10.1108/978-1-78973-627-420191010","DOIUrl":"https://doi.org/10.1108/978-1-78973-627-420191010","url":null,"abstract":"The higher education world around us is changing fast. Mobile learning (M-learning) and apps in education are new and exciting. However, this does not mean that the faculty is less relevant. On the contrary, the faculty are an ever-important factor that is needed to increase student engagement. Disengaged students are in fact more problematic than low achieving students. This is because of the disruption disengaged student bring in the classroom. Therefore, increasing student engagement is a key challenge in higher education today. Research suggests that active learning, value and expectations are important factors that determine student engagement. Some of these factors can be indirectly influenced by the faculty and course designers. Against this background, the objective of this chapter is to examine if dwindling student engagement in higher education can be addressed with CURPA, i.e. a CURriculum and course planning (CURP) App. CURPA is the result of our efforts at Utrecht University to help design courses and curricula by using cards to account for different activities, with the strategic aim being to stimulate student engagement in higher education. Our expert interviews resulted in a MoSCoW-prioritised list of requirements that can be implemented over time, structured in line with Becker's student engagement model.","PeriodicalId":410820,"journal":{"name":"Management and Administration of Higher Education Institutions at Times of Change","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123779415","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 : 2019-10-04DOI: 10.1108/978-1-78973-627-420191003
Àngels Fitó-Bertran, M. Martínez-Argüelles
‘Education for employability’ has been the mantra of the European Higher Education Area (EHEA) since its inception. To attain that, the 28 participating countries agreed to implement reforms aimed at bridging higher education (HE) curricula and learning strategies and the labour market demands. Indeed, the global financial crisis and the euro area crisis and the surge in youth unemployment they led to have reconfirmed the validity of this policy imperative. Clearly, several challenges beset the transition from content- to competence-based HE. By elaborating on the case of the Open University of Catalonia (UOC) this chapter, identifies and discusses them critically. Recommendations relevant for HE leadership conclude the discussion.
{"title":"From Content- To Competence-oriented Design of HE Curricula: Leadership in Times of Transition","authors":"Àngels Fitó-Bertran, M. Martínez-Argüelles","doi":"10.1108/978-1-78973-627-420191003","DOIUrl":"https://doi.org/10.1108/978-1-78973-627-420191003","url":null,"abstract":"‘Education for employability’ has been the mantra of the European Higher Education Area (EHEA) since its inception. To attain that, the 28 participating countries agreed to implement reforms aimed at bridging higher education (HE) curricula and learning strategies and the labour market demands. Indeed, the global financial crisis and the euro area crisis and the surge in youth unemployment they led to have reconfirmed the validity of this policy imperative. Clearly, several challenges beset the transition from content- to competence-based HE. By elaborating on the case of the Open University of Catalonia (UOC) this chapter, identifies and discusses them critically. Recommendations relevant for HE leadership conclude the discussion.","PeriodicalId":410820,"journal":{"name":"Management and Administration of Higher Education Institutions at Times of Change","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123277754","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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