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1.
This article examines the role of the European Union's Commission in weaving together the Bologna Process and the Lisbon research strategy with its existing educational initiatives to define and disseminate an influential vision of European higher education. The article begins by outlining the Commission's activities in relation to EU education programmes, the Lisbon research agenda and the Bologna Process. It goes on to examine, in a variety of policy texts, the discourse of European higher education that is supported by, and supporting, these large-scale policy developments. Whilst the overall coherence and cohesiveness of this emerging discourse can be queried, the article argues that the Commission is drawing effectively on both Bologna and Lisbon to firmly constitute — and reconstitute — higher education as a European policy domain. The article concludes with an analysis of how different educational stakeholders are supported and restricted by the Commission's views of higher education, as articulated through its 'hybrid' Bologna/Lisbon agenda.  相似文献   

2.

An emphasis on widening participation, on making higher education accessible to students who have never traditionally considered it as an option, is being increasingly stressed. The article examines tutors' responses to non-traditional students in an institution with a well-established access policy. The responses reveal that the emphasis was on helping students to adjust to the existing undergraduate provision rather than engaging in a radical rethink on possible approaches appropriate to a more diverse population. Recent policy initiatives (ILT and QAA) are considered in order to identify to what extent they might achieve a cultural change at the micro level. In addition, their limitations are considered, in the light of competing demands. The article concludes that the current top-down approach to policy implementation, supported by related research, should be modified; account needs to be taken of how tutors, in interaction with students, interpret policy initiatives. In drawing attention to practice at the micro level, the article should be relevant to both policy makers and tutors in higher education.  相似文献   

3.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms need to be created at the institutional level to manage diversification of the higher education system as a whole.  相似文献   

4.
Abstract

Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner.  相似文献   

5.
Abstract

Background: Early childhood education and care has been an area of significant policy attention, public investment and private market activity in Australia over the past three decades. Australian educationists and policy-makers have looked to international examples for evidence, policy design and institutional models. However, this area is under-researched in Australia, with regard to how these knowledge flows are theorised, and how policy is implemented on the ground.

Purpose: The paper’s purpose was to contribute new Australian-focussed conceptual and empirical insights on the trajectories, development and implementation of evidence-based policy in the field of early childhood education and care.

Sources of evidence: The paper is based on three main sources of evidence: ? the critical literature on policy transfer and policy mobility

? policy statements, reports and planning documents produced by national- and state-level governments

? data from fieldwork analysis of new capital works and programmes in the early childhood field.

Main argument: International research and evidence on the benefits of investment in early learning has had a significant impact on the framing of Australian policy. So too has a move in several countries to align early childhood institutions with schools. However, a dominant paradigm of policy transfer, reliant on pluralist and rationalist frameworks of policy-making, fails to account for the dynamics of policy development and implementation across and within jurisdictions and geographical space. Conceptualising a new alignment in Australia between children’s centres and schools as ‘educare’, this article employs the theoretical lens of policy mobility to account for the circulation and transformation of educare policy in Australian settings. Through an empirical analysis of a new educare centre in the growth corridor of western Melbourne, the article demonstrates the extent to which neoliberal policy settings outside the educational sphere, around public finance, partnership, place and infrastructure provision, influence the implementation of ‘educare’ policy.

Conclusions: The educare discourse in Australia addresses a complex and multiscalar set of policy problems that associate child development with concerns around human capital formation, economic efficiency and productivity, place making and community building, and the role of the public sector in neoliberal democracies. International circuits of knowledge, policy design and institutional models in the educare field have been significant in shaping recent Australian policy, despite well-publicised views expressed in Australia on the disconnection between academic research and policy. The strength of policy mobility as a theoretical lens to assist our understanding of these influences lies in its critique of formalism in policy-making and in its attention to fluidity and transformation. The mobility lens encourages new empirical research that focuses on spatial and institutional dynamics, assisting our reading of on-the-ground developments in Australia’s fastest growing city.  相似文献   

6.
To date, much of the research on internationalization and globalization of higher education has focused on the institution or higher education system as the unit of analysis. Institution based studies have focused on the analysis of institutional practices and policies designed to further internationalization. System-level studies focus on state policy initiatives or approaches. In this paper we explore the inter-relationships among multiple levels of authority within a higher education system through an analysis of research policies and activities related to internationalization. While we are interested in the internationalization of university research, our primary objective is to explore the relationships between policy initiatives and approaches at different levels. Using the “Global Higher Education Matrix” as a framework, we discuss the policy emphasis on the internationalization of research at the federal, provincial (Ontario), and institutional levels of authority, as well as the international research activities associated with two large professional schools operating at the understructure level. By focusing on the inter-relationships among initiatives at different levels of authority, this study explores the complexity of policy perspectives within the internationalization of research in the context of multi-level governance.  相似文献   

7.
Abstract

There has been rapid development in Blended Learning (BL) diffusion and prior studies mainly focused on issues related to students and lecturers in improving teaching and learning outcomes, but very few studies focused on institution’s readiness and diffusion issues. Thus, there is need for institutional-based research to guide universities, colleges, and polytechnics to strategically diffuse BL. Accordingly, this study develops a model to investigate the variables and associated factors that influence institutions' administration readiness to diffuse BL initiatives based on Diffusion of Innovation (DoI) theory and institutional BL adoption framework that comprises of mature implementation stage of BL. Quantitative research approach was employed and data was collected using online survey questionnaire from 223 e-learning administrators/managers in Malaysia universities, colleges, and polytechnics. Next, Partial Least Square-Structural Equation Modeling (PLS-SEM) technique was employed for data analysis. Results indicate that institutional structure, resource support, technology infrastructure, management strategies, and ethical considerations are key variables that positively predict administration readiness to diffuse BL initiatives in higher education. Additional results from Importance Performance Map Analysis (IPMA) in PLS-SEM suggest that institutional structure has the strongest effect on administrators’ readiness to diffuse BL and is also the most important variable that influences BL diffusion in institutions. Theoretically, findings from this study provide insights on how institutions’ administration perception and acceptance of BL approach can be enhanced. Practically, the developed model can be employed as a readiness tool to assess institutions current state in implementing BL environment and further provides a road map for future improvement.  相似文献   

8.

Quality is a multi-dimensional concept and embraces all functions and activities of higher education (academic programs, research, and community services) in all their features and components. Traditionally quality was a measure of resources and reputation. In recent years there has been a shift in emphasis to institutional best practices such as setting high expectations, providing involving settings, inclusive learning environments and forms of pedagogy that enhance student learning and development. The concept of student engagement is thus receiving increased attention globally as it is viewed as an important element in assessing and improving institutional effectiveness. Trend and longitudinal analyses, as employed in this study, allow an institution to monitor change or stability in performance over time. They assist in determining whether a certain policy or initiative prompted desirable change and in assessing the impact of improvement initiatives such as accreditation.

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9.
Abstract

Globally, performance-based research funding aims to support the most deserving academic institutions and researchers. However, overcoming entrenched assumptions about quality is a persistent challenge for higher education research policies worldwide; traditionally powerful institutions tend to maintain dominance. Research impact as a performance criterion presents an opportunity for position-taking through success according to non-academic criteria. Could impact-oriented research funding challenge institutional hierarchies? The UK university system presents an instructive case study for exploring this question. However, exposing the effects of such performance-based funding on institutional stratification requires focusing on the interface between institutions and disciplines. A Bourdieusian analysis of 53 cases of research-based impact on higher education policy/practice revealed the differential capital that researchers from more and less ‘prestigious’ universities mobilise when generating research impact. By uncovering how impact reinforces disparities in research power between UK institutions, the study contributes to understanding of sectoral reproduction through discipline-level mediation of research policy.  相似文献   

10.
This article presents a horizontal perspective on the dynamics of governance sites currently active for the European of Knowledge and places the Bologna process in this wider European level context. It introduces two dynamics of change in political organisation: a) institutional differentiation and specialisation and b) the interaction between institutional spheres and sectors. Signs of sectoral differentiation are identified in the history of European integration that is relevant to the Europe of Knowledge. The argument is that the nature and sequence of the differentiation process are key to understand current governance processes. It is illustrated by showing how a horizontal dynamics has been played out in the case of the EU's Lisbon strategy and in particular the cooperation taking place in the framework of the EU's “Education and Training 2010” work programme. The analysis shows how the Bologna process, although perpetuated as a sector internal governance site, has co-evolved and interacted with this strategy, partly as an object of emulation and source of support and partly as a competing governance site. A horizontal dynamics of change is also evident in the larger Lisbon strategy as it lifted research and higher education policy to the centre of the European integration project. It resulted in the development of several governance sites with different foci targeting European higher education. A more prominent place on the political agenda came together with demands that research and education should be integrated with the overall political and economic objectives of the EU.  相似文献   

11.
One of the most recent European developments in the internationalization of higher education is the stimulation of regional co‐operation among institutions. In the so‐called border countries policy, Flanders, The Netherlands, and the German Länder of North‐Rhine Westphalia, Bremen, and Lower Saxony are collaborating in different ways to establish an “open higher education space”. Within the framework of this border countries policy, various initiatives have been taken in order to support co‐operation among higher education institutions from the countries involved. Amongst other things, research was undertaken in order to gain insight into the differences and similarities of the programmes offered in the five countries. In addition, the Ministries of Education of the participating countries have begun to allocate funds to institutions that have taken co‐operation initiatives that coincide with the policies of the countries concerned. These two aspects of the border countries policy will be discussed in this article.  相似文献   

12.
ABSTRACT

This article explores non-traditional student and graduate views of the university in Ireland and Portugal as it relates to their expectations of, and experiences in, the labour market. The research is based on in-depth biographical interviews with 61 non-traditional students and graduates conducted longitudinally (85 interviews in total). The article contextualises the research in relation to the expansion of higher education internationally as well as national and EU policies aimed at supporting a ‘knowledge-based economy’. It offers an overview of the meaning of precarity. It then outlines key empirical findings from the research related to student expectations of their degree and their post-graduation experience in the labour market. In particular, it explores the phenomenon of precarity amongst graduates how this is experienced and handled in various ways. Using a critical and egalitarian lens the overall aim of the research is to widen the focus of widening participation debates and explore how educational and institutional initiatives impact, or not, on wider social and employment inequalities.  相似文献   

13.
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14.
Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision.

Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system.

Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research.

Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010.

Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives.  相似文献   

15.
ABSTRACT

It is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.

In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors.  相似文献   

16.

The article discusses the question of student participation in higher education governance at the national and the institutional levels in Norway. Two ideal-type perspectives on governance are developed in order to illuminate the Norwegian case: a democratic perspective and a market perspective. The article provides a brief overview of the historical development of student participation in higher education governance, emphasizing how students view their own role in the governance arenas in which they participate. Close attention is paid to student participation and influence in quality assurance schemes at both the national and the institutional levels. In the conclusion, the article discusses how the recent developments are changing the balance towards the market model of higher education governance, without obliterating significant elements of the hitherto predominant democratic governance model.

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17.
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18.
Recent changes in European higher education have accompanied a strong desire and need by national ministries to have comparable data across institutions and a growing recognition from campus leaders that effective planning and decision-making requires reliable institutional data and analyses. This has induced changes and restructuring of duties and roles of administration, administrative staff and academic staff. In North America, internal institutional data analysis is often referred to as institutional research. We examine the roles and functions of institutional research within North America and how the changes within European higher education have created a purpose for institutional research. Specifically, we explore the topical areas of institutional assessment, data management, institutional governance, as well asthe changing identity of academic professionals within European universities. Within our examination, we explore in-depth one European country’s higher education system to demonstrate how history, culture and legislative changes manifest into a need for institutional research.  相似文献   

19.
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education.  相似文献   

20.
Abstract

In order to determine the allocation of money for projects in continuing and vocational education, government agencies in the UK are providing more and more opportunities to bid for targeted funding. This article provides an overview of recent changes in funding policy in higher education and examines how such changes have impacted on continuing education deparatments in higher education, pointing up the increasing pressure to bid for UK government and European Union funds to develop provision which was once outside their sphere of operation. There appears to be little or no theoretical account of the effects of the growth in competitive tendering on continuing education, and so the impact of this relatively new funding strategy on staff and institutions is studied in order to assess its efficacy and significance for the sector as a whole. This study contextualises the familiar differences in culture between liberal adult education and vocational endeavours and between continuing education and ‘mainstream’ higher education. It also reinforces recent calls for a coherent policy of funding for continuing education.

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