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1.
Eric Beerkens 《Tertiary Education and Management》2013,19(4):297-314
Abstract This article attempts to provide clarity in the maze of international inter‐organisational arrangements in higher education. Developments that fuel the establishment of such linkages are identified. First, the changes in the production of knowledge, changes in resource dependencies and increased opportunities for interaction through new technologies, demand interaction with other universities and organisations, in activities that previously took place within the organisational boundaries of the university. In addition, universities increasingly cross national borders. Students, scholars and employers demand and value the experience gained through international experiences. Liberalisation of trade markets and new modes of delivery expand opportunities for transnational education and the need for inter‐organisational interaction. On the basis of several classifications of cooperation in higher education and using concepts from organisational and management studies, we develop a multidimensional typology of international inter‐organisational cooperation. Critical dimensions identified in this typology are size, scope, nature of integration and intensity. 相似文献
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This article provides an international comparative overview of institutional strategies, collaboration patterns and governmental policies related to the use of ICT in higher education. It has been produced as part of an international comparative study on the use of ICT in higher education. A study commissioned by the Dutch Ministry of Economic Affairs and the Ministry of Education, Culture and Science and published as: “The Use of Information and Communication Technology in Higher Education: An International Orientation on Trends and Issues”, B. Collis and M. van der Wende (Eds). University of Twente, CHEPS, 1999. It covers the following range of countries: Belgium, Finland, the United Kingdom, Australia and the United States of America. Additionally some main initiatives at the European level have been taken into account. On the basis of this international comparison, the following main conclusions were drawn. Due in part to the fact that in many cases institutional strategies for ICT are still lacking, interesting experimentation does not generally lead to successful dissemination and adoption on a wider scale. In many cases, the push for a substantial use of ICT in distance learning programs has come from new educati onal markets, life-long learning and international education in particular. The response of higher education to these markets is leading in many countries to a convergence of distance and traditional (on-campus) education. Inter-institutional and inter-sectoral collaboration between universities and companies are characteristics of many successful ICT initiatives, although they do not generally continue into sustainable implementation in the individual institutions. Governments facilitate the use of ICT through the establishment of infrastructure, networks and inter-institutional and public–private partnerships, and try to create the right regulatory environment. Further deregulation will enable institutions to respond to new market demands and will inspire the necessary organizational change in higher education institutions. 相似文献
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4.
Keegan McBride Gerli Aavik Maarja Toots Tarmo Kalvet Robert Krimmer 《Government Information Quarterly》2019,36(1):88-97
It is becoming increasingly clear that the concepts of open government data (OGD) and co-creation are related; however, there is currently only limited empirical material available exploring the link between the two. This paper aims to help clarify the relationship between these two concepts by exploring a recently coined phenomenon: OGD-driven co-created public services. These services 1) utilize or are driven by OGD; 2) are co-created by stakeholders from different groups; and 3) produce public value for society. Due to the relative newness of the phenomenon an inductive exploratory case study is undertaken on Chicago's use of OGD in the co-creation of their food safety inspection forecasting model. This model forecasts critical food safety violations at food serving establishments and sends inspectors to the highest risk establishments first. The results of this exploratory work led to the discovery of a ‘perfect storm’ of six factors that seem to play a key role in allowing OGD-driven public service co-creation to take place. These factors are motivated stakeholders, innovative leaders, proper communication, an existing OGD portal, external funding, and agile development. 相似文献
5.
Academic quality,league tables,and public policy: A cross-national analysis of university ranking systems 总被引：5，自引：0，他引：5
David?D.?Dillmaarja@unc.edu" title="david_dill@unc.edu maarja@unc.edu" itemprop="email" data-track="click" data-track-action="Email author" data-track-label="">Email author Maarja?Soo 《Higher Education》2005,49(4):495-533
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US. 相似文献
6.
The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic quality assumes three primary forms: “oversight” or direct regulation; “competition” or steering of market forces; and “mutuality” or professional self-regulation structured by the state. The challenge confronting all nations is to design a policy framework that effectively balances the forces of the state, the market, and the academic profession to assure academic standards in universities. Based upon the strengths and weaknesses observed in 14 policy analyses of innovative national instruments of professional self-regulation, market-based regulation, and direct state regulation for assuring academic quality in universities, we outline the essential components of a national framework for assuring academic standards. 相似文献
7.
Quality assurance in the political context: in the midst of different expectations and conflicting goals 总被引：2，自引：2，他引：0
Maarja Beerkens 《Quality in Higher Education》2015,21(3):231-250
Higher education quality assurance systems develop within a complex political environment where national level goals and priorities interact with European and global developments. Furthermore, quality assurance is influenced by broader processes in the public sector that set expectations with respect to accountability, legitimacy and regulatory quality. As a result, quality assurance systems often face different and even conflicting goals from different parts of society. The traditional goals of securing minimum standards and facilitating improvement within universities are augmented with such goals as providing information to the public, supporting inter-institutional competition and positioning institutions or higher education systems in the global competition. The relative priority of these goals is in a constant change over time. This paper aims to map the main tensions that emerge from the conflicting demands and discusses the extent to which impact evaluation can address some of the difficulties. 相似文献
8.
Eric Beerkens 《Tertiary Education and Management》2002,8(4):297-314
This article attempts to provideclarity in the maze of internationalinter-organisational arrangements in highereducation. Developments that fuel theestablishment of such linkages are identified.First, the changes in the production ofknowledge, changes in resource dependencies andincreased opportunities for interaction throughnew technologies, demand interaction with otheruniversities and organisations, in activitiesthat previously took place within theorganisational boundaries of the university. Inaddition, universities increasingly crossnational borders. Students, scholars andemployers demand and value the experiencegained through international experiences.Liberalisation of trade markets and new modesof delivery expand opportunities fortransnational education and the need forinter-organisational interaction. On the basisof several classifications of cooperation inhigher education and using concepts fromorganisational and management studies, wedevelop a multidimensional typology ofinternational inter-organisational cooperation.Critical dimensions identified in this typologyare size, scope, nature of integration andintensity. 相似文献
9.
Maarja Toots 《Government Information Quarterly》2019,36(3):546-559
Despite the hopes that information and communication technology (ICT) would revolutionize democratic participation, evidence suggests that e-participation systems designed for consultation and dialogue between citizens and governments often fail to achieve the expected objectives and levels of take-up. E-participation research has identified a number of success and failure factors but lacks analytical frameworks explaining why and how failures occur. Such frameworks are available in information systems (IS) literature but lack an account of the particularities of e-participation. Combining insights from both domains, this paper proposes to conceptualize e-participation systems as innovation processes characterized by uncertainty and change, and to focus on studying systems' interactions with their context and stakeholders to understand why certain outcomes occur. Applying this approach to the case study of the Estonian e-participation portal Osale.ee, the paper concludes that e-participation systems face three-fold challenges: those typical to IS projects, those emerging from the public sector context, and specific challenges that emanate from the complex context of democratic participation. This complexity makes e-participation systems prone to fail and requires them to be managed as a process of learning and adaptation rather than a static technological product. 相似文献
10.
Student employment is increasingly common in many countries. Compared to earlier decades, not only more students work but
they also work longer hours. Among European countries Estonia is one of the clear “leaders” in student employment. This study
uses survey data from 2,496 students in Estonian public and private universities to examine the reasons for working on such
a massive scale and its consequences on academic success. The results show that, unlike in most other countries, Estonian
students from more privileged families are as likely to work as students from poorer families and they are even more likely
to have a full-time job. Furthermore, working seems to have only a marginal negative effect on academic progress. These results
seem to support the theory that in Eastern European countries student employment has become a signal of students’ capabilities
and ambition, and that relatively low academic standards contribute to the strength of the signaling mechanism. A long-term
solution to student employment would require changes in quality standards, student financing, alternative higher education
opportunities, and perceptions of students, employers, and academics. 相似文献