Pub Date : 2023-11-28DOI: 10.1080/1360080x.2023.2288735
Jin Lee, Sungsil Lee
This study examined the impact of changes in tax codes on voluntary giving to universities and colleges. While higher education institutions have drawn attention to individual gifts and philanthrop...
{"title":"Potential influence of changes in tax benefits on charitable giving to higher education","authors":"Jin Lee, Sungsil Lee","doi":"10.1080/1360080x.2023.2288735","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2288735","url":null,"abstract":"This study examined the impact of changes in tax codes on voluntary giving to universities and colleges. While higher education institutions have drawn attention to individual gifts and philanthrop...","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"5 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/1360080x.2023.2288731
Muytieng Tek, Sorsesekha Nok, Phal Chea
This study explores the international engagement of academics and the factors influencing their engagement in internationalisation efforts in Cambodian universities. Data were gathered through onli...
本研究探讨了柬埔寨大学学者的国际参与以及影响他们参与国际化努力的因素。数据是通过…
{"title":"What makes academics (in)active in higher education internationalisation: evidence from Cambodia","authors":"Muytieng Tek, Sorsesekha Nok, Phal Chea","doi":"10.1080/1360080x.2023.2288731","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2288731","url":null,"abstract":"This study explores the international engagement of academics and the factors influencing their engagement in internationalisation efforts in Cambodian universities. Data were gathered through onli...","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"16 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.1080/1360080x.2023.2273077
Peter James Bentley, Carroll Graham
Published in Journal of Higher Education Policy and Management (Vol. 45, No. 6, 2023)
发表于《高等教育政策与管理》(第45卷第6期，2023年)
{"title":"Letter from the Editors","authors":"Peter James Bentley, Carroll Graham","doi":"10.1080/1360080x.2023.2273077","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2273077","url":null,"abstract":"Published in Journal of Higher Education Policy and Management (Vol. 45, No. 6, 2023)","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"104 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-16DOI: 10.1080/1360080x.2023.2276589
K. Machovcova, G. Kováts, J. Mudrák, K. Cidlinská, K. Zábrodská
Department heads are central in the university setting as an important buffer between university leadership and academic staff. However, taking on a middle management role can lead to significant d...
{"title":"(Dis)continuities in academic middle management career trajectories: a longitudinal qualitative study","authors":"K. Machovcova, G. Kováts, J. Mudrák, K. Cidlinská, K. Zábrodská","doi":"10.1080/1360080x.2023.2276589","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2276589","url":null,"abstract":"Department heads are central in the university setting as an important buffer between university leadership and academic staff. However, taking on a middle management role can lead to significant d...","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"83 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1080/1360080x.2023.2277478
Michael H. Romanowski, Evren Tok, Tasneem Amatullah, Hira Amin, Abdellatif Sellami
ABSTRACTQatar’s transition from a hydrocarbon-based to a knowledge-based economy spurred the development of Education City, which houses several International Branch Campuses and one home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper seeks to improve our understanding of higher education policy borrowing and the complex process of indigenisation. Using secondary data from prior studies, it offers a discussion on the key stages and challenges in Qatar’s effort to indigenise higher education and outlines areas for further research. This paper uses Phillips and Ochs four-stage Model of Policy Borrowing in Education, as a guiding conceptual model. The paper is constructed as follows: first, a discussion on international branch campuses in Education City; second, outlining the conceptual model; third, a discussion on Education City through the conceptual model; and finally, the case of the home-grown university, Hamad bin Khalifa University.KEYWORDS: Indigenisation of educationlocalisationinternational branch campuseshigher educationEducation policy transferring AcknowledgementsOpen Access funding provided by the Qatar National Library.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Qatar National Library.
{"title":"Globalisation, policy transferring and indigenisation in higher education: the case of Qatar’s education city","authors":"Michael H. Romanowski, Evren Tok, Tasneem Amatullah, Hira Amin, Abdellatif Sellami","doi":"10.1080/1360080x.2023.2277478","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2277478","url":null,"abstract":"ABSTRACTQatar’s transition from a hydrocarbon-based to a knowledge-based economy spurred the development of Education City, which houses several International Branch Campuses and one home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper seeks to improve our understanding of higher education policy borrowing and the complex process of indigenisation. Using secondary data from prior studies, it offers a discussion on the key stages and challenges in Qatar’s effort to indigenise higher education and outlines areas for further research. This paper uses Phillips and Ochs four-stage Model of Policy Borrowing in Education, as a guiding conceptual model. The paper is constructed as follows: first, a discussion on international branch campuses in Education City; second, outlining the conceptual model; third, a discussion on Education City through the conceptual model; and finally, the case of the home-grown university, Hamad bin Khalifa University.KEYWORDS: Indigenisation of educationlocalisationinternational branch campuseshigher educationEducation policy transferring AcknowledgementsOpen Access funding provided by the Qatar National Library.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Qatar National Library.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"9 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-05DOI: 10.1080/1360080x.2023.2276786
Juha Tuunainen, Kari Kantasalmi, Sari Laari-Salmela
Referring to failures in policy-driven public governance research this paper looks at strategising in higher education. It expands horizons for understanding university strategies in a more nuanced way than hitherto has been done. Deploying systems theory, it shows how different temporalities co-exist in strategies and how their change reflects the university’s capacity to meet future contingencies. Extending the current research on strategising, the paper uses the present’s past, the present’s future, the future’s present and the future’s future as temporal categories to understand strategies. It shows how strategies evolve from traditional linear planning orientation to a novel potentiality-seeking mode with unique meanings attached to unknown futures. It claims that universities develop such responsive contingency awareness to construct a leeway for their self-governance in the face of unexpected future conditions. This change is characterised by the emergence of a potentialising organisation seeking to turn indeterminant futures into its developmental resources.
{"title":"Emergence of a potentialising organisation in University self-governance: temporalisations in strategies","authors":"Juha Tuunainen, Kari Kantasalmi, Sari Laari-Salmela","doi":"10.1080/1360080x.2023.2276786","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2276786","url":null,"abstract":"Referring to failures in policy-driven public governance research this paper looks at strategising in higher education. It expands horizons for understanding university strategies in a more nuanced way than hitherto has been done. Deploying systems theory, it shows how different temporalities co-exist in strategies and how their change reflects the university’s capacity to meet future contingencies. Extending the current research on strategising, the paper uses the present’s past, the present’s future, the future’s present and the future’s future as temporal categories to understand strategies. It shows how strategies evolve from traditional linear planning orientation to a novel potentiality-seeking mode with unique meanings attached to unknown futures. It claims that universities develop such responsive contingency awareness to construct a leeway for their self-governance in the face of unexpected future conditions. This change is characterised by the emergence of a potentialising organisation seeking to turn indeterminant futures into its developmental resources.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"133 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135724510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1080/1360080x.2023.2267201
Karlijn F. B. Soppe, Irene G. Klugkist, Theo Wubbels, Leoniek D. N. V. Wijngaards de Meij
In the Netherlands, the implementation of mandatory procedures in which prospective students do a final check on their initial higher education program choice (so-called matching procedures), were introduced to improve student-program fit. We argue that prospective students who lack feelings of fit with the program during these matching procedures are less likely to finalise their enrolment. Using data of 13 programs at four Dutch universities, the association between various matching procedures and finalising enrolment, and finalising enrolment before and after the implementation of matching were examined. Enrolment rates were lower in programs with more intensive matching procedures and higher in pre-matching cohorts than in matching cohorts, indicating the potential value of pre-enrolment fit checks. In conclusion, this study gives indications that it can be worthwhile to invest in guiding prospective students in their program choice by obliging them to test their fit with the program through intensive matching procedures.
{"title":"Determining fit: the role of matching procedures in prospective higher education students’ enrolment behaviour","authors":"Karlijn F. B. Soppe, Irene G. Klugkist, Theo Wubbels, Leoniek D. N. V. Wijngaards de Meij","doi":"10.1080/1360080x.2023.2267201","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2267201","url":null,"abstract":"In the Netherlands, the implementation of mandatory procedures in which prospective students do a final check on their initial higher education program choice (so-called matching procedures), were introduced to improve student-program fit. We argue that prospective students who lack feelings of fit with the program during these matching procedures are less likely to finalise their enrolment. Using data of 13 programs at four Dutch universities, the association between various matching procedures and finalising enrolment, and finalising enrolment before and after the implementation of matching were examined. Enrolment rates were lower in programs with more intensive matching procedures and higher in pre-matching cohorts than in matching cohorts, indicating the potential value of pre-enrolment fit checks. In conclusion, this study gives indications that it can be worthwhile to invest in guiding prospective students in their program choice by obliging them to test their fit with the program through intensive matching procedures.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"365 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/1360080x.2023.2272231
Stephen Wilkins, Joe Hazzam, John J. Ireland, Rudy Kana
ABSTRACTBased on the first ratings of international branch campuses (IBCs) by Dubai’s Knowledge and Human Development Authority (KHDA), which are further supported by findings in the literature, we investigated students’ institution choices and satisfaction, focusing on country of origin and campus environment as possible key influences. The study adopts an inductive qualitative research design involving semi-structured interviews with 53 IBC students in Malaysia and the United Arab Emirates (UAE). We found that an IBC’s country of origin influences both students’ institution choices and students’ overall satisfaction with their institution. Although we also found that campus servicescape and facilities impact upon students’ institution choices and satisfaction, these were secondary when compared to education-related factors. We conclude that while a favourable campus servicescape may contribute less to overall student satisfaction compared to other factors, a campus environment with poor or inadequate facilities and equipment may result in student dissatisfaction.KEYWORDS: Transnational educationinternational branch campusescountry of originservicescapephysical environmentuniversity facilities Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"International branch campuses: the influences of country of origin and campus environment on students’ institution choices and satisfaction","authors":"Stephen Wilkins, Joe Hazzam, John J. Ireland, Rudy Kana","doi":"10.1080/1360080x.2023.2272231","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2272231","url":null,"abstract":"ABSTRACTBased on the first ratings of international branch campuses (IBCs) by Dubai’s Knowledge and Human Development Authority (KHDA), which are further supported by findings in the literature, we investigated students’ institution choices and satisfaction, focusing on country of origin and campus environment as possible key influences. The study adopts an inductive qualitative research design involving semi-structured interviews with 53 IBC students in Malaysia and the United Arab Emirates (UAE). We found that an IBC’s country of origin influences both students’ institution choices and students’ overall satisfaction with their institution. Although we also found that campus servicescape and facilities impact upon students’ institution choices and satisfaction, these were secondary when compared to education-related factors. We conclude that while a favourable campus servicescape may contribute less to overall student satisfaction compared to other factors, a campus environment with poor or inadequate facilities and equipment may result in student dissatisfaction.KEYWORDS: Transnational educationinternational branch campusescountry of originservicescapephysical environmentuniversity facilities Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/1360080x.2023.2269499
Wen XU
ABSTRACTTaking the Learning to ‘tell Chinese’s story well’ narrative prevalent in policies as a starting point, this article draws on data collected from a provincial university and delves into the institutional involvement and support in response to the state’s international higher education policies. By foregrounding the underlying structures of power and control, I illustrate the mechanisms by which the policy was translated into and implemented through the practice of the hidden curriculum – an integrated approach of ‘listening’, ‘watching’ and ‘telling’ at the meso level, where international students’ aspirations were shaped (or not). This ‘implementation study’ offers a valuable contribution to the growing scholarship of recent policy studies, especially in the Chinese context, and thus adds to understandings about how the official discourse becomes integral to mid-level institutions’ routine and everyday practices and processes. The implications of China’s experiences and the direction of further study are discussed.KEYWORDS: Education policyinternational studentsChinahigher education‘tell China’s story well’public diplomacy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Ministry of Education of the People’s Republic of China – Centre for Language Education and Cooperation (general project) [grant number: 22YH45C].
{"title":"<i>Learning to ‘tell China’s story well’</i> : higher education policy and public diplomacy in Chinese international education","authors":"Wen XU","doi":"10.1080/1360080x.2023.2269499","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2269499","url":null,"abstract":"ABSTRACTTaking the Learning to ‘tell Chinese’s story well’ narrative prevalent in policies as a starting point, this article draws on data collected from a provincial university and delves into the institutional involvement and support in response to the state’s international higher education policies. By foregrounding the underlying structures of power and control, I illustrate the mechanisms by which the policy was translated into and implemented through the practice of the hidden curriculum – an integrated approach of ‘listening’, ‘watching’ and ‘telling’ at the meso level, where international students’ aspirations were shaped (or not). This ‘implementation study’ offers a valuable contribution to the growing scholarship of recent policy studies, especially in the Chinese context, and thus adds to understandings about how the official discourse becomes integral to mid-level institutions’ routine and everyday practices and processes. The implications of China’s experiences and the direction of further study are discussed.KEYWORDS: Education policyinternational studentsChinahigher education‘tell China’s story well’public diplomacy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Ministry of Education of the People’s Republic of China – Centre for Language Education and Cooperation (general project) [grant number: 22YH45C].","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/1360080x.2023.2267719
Joshua Newman
There is a popular perception that interdisciplinary research collaboration can yield benefits to knowledge production, from improvements to creativity to advances in addressing real-world problems. However, studies into interdisciplinarity frequently point to material obstacles, such as burdensome time and resource requirements, difficulties in publishing, and scarce opportunities for grant funding, which imply that incentives or rewards might be required to motivate academics to collaborate with colleagues across research disciplines. This article reports the results of a survey of academics and interviews with senior university leaders at a large research-intensive university in Australia, which indicate a major difference of opinion on how to incentivise interdisciplinary collaboration. While survey respondents largely emphasised material concerns, university leaders cited cultural change as a preferred strategy. If interdisciplinary research collaboration is desired, this gap between the perceptions of academics, who do the research, and university leaders, who control the resources, will need to be bridged.
{"title":"Incentivising interdisciplinary research collaboration: evidence from Australia","authors":"Joshua Newman","doi":"10.1080/1360080x.2023.2267719","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2267719","url":null,"abstract":"There is a popular perception that interdisciplinary research collaboration can yield benefits to knowledge production, from improvements to creativity to advances in addressing real-world problems. However, studies into interdisciplinarity frequently point to material obstacles, such as burdensome time and resource requirements, difficulties in publishing, and scarce opportunities for grant funding, which imply that incentives or rewards might be required to motivate academics to collaborate with colleagues across research disciplines. This article reports the results of a survey of academics and interviews with senior university leaders at a large research-intensive university in Australia, which indicate a major difference of opinion on how to incentivise interdisciplinary collaboration. While survey respondents largely emphasised material concerns, university leaders cited cultural change as a preferred strategy. If interdisciplinary research collaboration is desired, this gap between the perceptions of academics, who do the research, and university leaders, who control the resources, will need to be bridged.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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