Higher Education Management and Policy

Frequency :
1726-9822 (online)
1682-3451 (print)
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Previously published as Higher Education Management, Higher Education Management and Policy (HEMP) is published three times each year and is edited by the OECD’s Programme on Institutional Management in Higher Education. It covers the field through articles and reports on such issues as quality assurance, human resources, funding, and internationalisation. It also is a source of information on activities and events organised by OECD’s IMHE Programme.

Also available in: French

Volume 16, Issue 2 You do not have access to this content

Publication Date :
02 Aug 2004
Also available in: French

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  02 Aug 2004 Click to Access:  Teaching and Research: Some Framework Issues
Maurice Kogan

This paper assesses some of the framework issues, of policy and provision, which affect the connections between teaching and research in higher education. The presumption of an essential linkage between research and teaching has in recent years been eroded by the sheer quantities of the system. In spite of the enduring appeal of the Humboldtian model, it was not always assumed in the UK and is not assumed in many other systems. The arguments for and against the connection are noted and assessed. The arguments in favour are mainly in terms of the advantages to research; and arguments from teaching are more ...

  02 Aug 2004 Click to Access:  Teaching and Research: The Idea of a Nexus
Mary Henkel

The article explores whether the idea of a nexus between research and teaching is still influential, what meanings are attached to it and within what concepts of higher education. It draws on research into the perceptions of two groups of actors, academics and students, and some recent scholarly analyses of the issues. It argues that the idea of the nexus is still important to academics and a range of students. It is embedded in a world in which academic definitions of knowledge and higher education remain largely dominant. The recent writings examined are attempts to tighten the conceptual connections between teaching and research ...

  02 Aug 2004 Click to Access:  Information and Communication Technologies
Olivier Debande, Eugenia Kazamaki Ottersten

In this article, we focus on the implementation and development of ICT in the education sector, challenging and developing the traditional learning environment whilst introducing new educational tools including e-learning. The paper investigates ICT as a tool empowering and developing learners lifelong learning opportunities. It defines a model of ICT development and identifies three core development stages through which basic skills, ICT skills, and lifelong learning skills are acquired. The paper further gives a description of the ICT impact on labour and education markets, the current state of development of ICT at school in EU and the needs for further investment in this area. The findings of this paper suggest that such investment is likely to have positive effects when geared towards blended learning approaches built on comprehensive policy ...

  02 Aug 2004 Click to Access:  Managing University Clinical Partnership
Tom Smith, Stephen Davies

Dialogue between the leaders of academic clinical organisations in different countries has revealed that the core elements of the partnership between universities and health care systems are remarkably consistent across national boundaries. There is now an impetus to move beyond analysis of common challenges and towards strategies for success that draw on international experience. This paper summarises some of the conclusions that emerged when leaders of teaching hospitals, health care systems, health professional schools and universities met to learn from international experience and to identify strategies for success. The conclusion reached is that these organisations must articulate their unique role in national health systems, communicate their ...

  02 Aug 2004 Click to Access:  Systemic Responsiveness in Tertiary Education
William G. Tierney

Over the last several years the author conducted 126 interviews and held four focus groups with academic staff, administrators and others associated with Australian universities, about the problems and challenges they believed faced the system of tertiary education. Widespread concern and pessimism pervaded the interviews about the future of tertiary education in Australia. Approximately three quarters of the interviewees said that the system was worse, or certainly no better, today than a decade ago; a similar number held out little hope that the system would improve, if not deteriorate further, in a decade. In this article the author outlines what he sees as systemic barriers to change and then offers suggestions for ...

  02 Aug 2004 Click to Access:  Incentives and Accountability
Michelle Gauthier

Since 1997, the Canadian federal government has introduced a variety of new incentives to enhance significantly the funding of university research in this country. While these funding initiatives have been welcomed by Canadian universities, they are accompanied by a heightened emphasis on accountability which dictates new eligibility conditions for universities’ access to these funds. Given that research and innovation have become more central and significant spending categories for the federal public purse, universities in Canada are increasingly subject to public scrutiny, due to concerns for public accountability and safety. The new programs often involve more strategic central co-ordination and consequently require that the university administration, and not just faculty, justify funding requests. Universities are also expected to demonstrate compliance with a growing array of federally codified guidelines and regulations. These federal expectations of accountability are multiplying as both the investment in research and the different types of funding ...

  02 Aug 2004 Click to Access:  Student Satisfaction in Higher Education
Ceyhan Aldemir, Yaprak G├╝lcan

The aim of this paper is to determine the level and the factors for university students’ satisfaction with the institutions they are attending. Firstly, the concept of satisfaction will be defi ned. Secondly, a conceptual framework to demonstrate the relationship between the factors which lie behind university student satisfaction will be presented. Thirdly, the results and implications of a survey with which the authors tried to test the presupposed relationships within the boundaries of the conceptual framework will be given and discussed. The limitations of the research are also given. The results of the research show that, at least for some Turkish university students, the quality of education, instructors, textbooks and being female and informed ...

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