Higher Education Management and Policy

Discontinued
Frequency :
Annual
ISSN :
1726-9822 (online)
ISSN :
1682-3451 (print)
DOI :
10.1787/17269822
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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 20, Issue 1 You do not have access to this content

Publication Date :
27 Mar 2008
DOI :
10.1787/hemp-v20-1-en
Also available in: French

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Mark Mark Date TitleClick to Access
  27 Mar 2008 Click to Access: 
    http://oecd.metastore.ingenta.com/content/8908011ec007.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/strategic-enrolment-management_hemp-v20-art7-en
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Strategic Enrolment Management
James Taylor, Rui Brites, Fernanda Correia, Minoo Farhangmehr, Brites Ferreira, Maria de Lourdes Machado, Cláudia Sarrico, Maria José Sá

To improve student satisfaction and success, higher education institutions (HEIs) need to find their niche, establish their own identity and get on with doing what they do best. Strategic Enrolment Management (SEM) is a comprehensive process that requires understanding markets, supply and demand, programme development, and student recruitment and retention. SEM involves the entire institution, relies heavily on institutional research and ultimately establishes strategic goals that are placed within the framework of the overall institutional planning model. In this process, the HEI also creates a mission that distinguishes it from other institutions. This paper will examine the key components to a SEM model and discuss how this process is interfaced with institutional planning. It will also present a research project to gather data on HEIs throughout Portugal in an effort to show what must be done to create a SEM process in institutions there. 

  27 Mar 2008 Click to Access: 
    http://oecd.metastore.ingenta.com/content/8908011ec006.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/internationalisation-of-higher-education-and-language-policy_hemp-v20-art6-en
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Internationalisation of Higher Education and Language Policy
Rebecca Hughes

Three major drivers of internationalisation in higher education are student mobility, staff mobility and offshore delivery. All have increased rapidly over the last 20 years and a high-end estimate suggests that 6 million students will be studying abroad by 2020. Anglophone countries have dominated this process: four English-speaking countries deliver more than 50% of programmes involving students studying abroad. English-medium universities also have a strong influence in particular geographical regions: 70% of all Asian students studying abroad are received by three main English-speaking countries (Australia, the United Kingdom and the United States).

This leads to questions of equity and quality at national, institutional and individual levels. At national level, non-Anglophone countries may be unable to attract and retain the "brightest and best". For institutions, the skewing of the market by language affects both intellectual property capacity and financial health. Finally, for the individual, educational achievement may be constrained by the capacity to function in an alien language and academic culture. Institutions without a robust language policy, adequate preparatory training and ongoing support may, therefore, damage more than the quality of teaching or their own global brand.

Building on the work of Hatakenaka (2004) this paper discusses the issues involved in the Anglophone asymmetry outlined above. In particular, the implications of the move towards teaching in the medium of English in non-Anglophone countries are outlined. The paper draws on work carried out at the University of Nottingham, Ningbo, China, by the Centre for English Language Education.

  27 Mar 2008 Click to Access: 
    http://oecd.metastore.ingenta.com/content/8908011ec005.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/accessibility-and-equity-market-forces-and-entrepreneurship_hemp-v20-art5-en
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Accessibility and Equity, Market Forces, and Entrepreneurship
Marek Kwiek

This paper explores four interrelated issues: access and equity, the role and the legitimacy of the emergent, market-driven private sector in higher education, the relationships between reforming public services in general and changing public and private higher education, and entrepreneurialism of the emergent private sector in higher education. The four issues are closely related in those transition countries in which the market orientation of public institutions is strong, and in which new private institutions have considerable share in student enrolments.

  27 Mar 2008 Click to Access: 
    http://oecd.metastore.ingenta.com/content/8908011ec004.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/from-public-university-dominance-to-private-university-policy-initiatives-in-nigeria_hemp-v20-art4-en
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From Public University Dominance to Private University Policy Initiatives in Nigeria
Gboyeaga Ilusanya, S. A. Oyebade

This study evaluated the precipitating and debilitating factors that occurred in the emergence and growth of the private university system in Nigeria. Three research questions guided the analysis and examined enrolment patterns in seven pre-2003 private universities, students’ preferences for enrolment and the factors that encouraged and discouraged their emergence and growth in Nigeria. Data was gathered from published documents, research reports, government releases, memos, newspapers and the Internet and then analysed qualitatively, using tables and simple percentage computations. The study found that the private university system, having suffered an initial setback in the 1980s, has renewed success today because of the obvious failure of the public university system to adequately address multiple problems such as access, quality, funding, strikes, cultism, stability of the academic calendar –- which the private system has been able to overcome more effectively. However, it was noted that the private system is prohibitively expensive for the majority of qualified but indigent prospective applicants. The study recommends, in addition to special scholarship programmes, the design of a special student aid programme, accompanied by a traceable and institutionalised repayment system based on models found in certain developed countries.

by Gboyega Ilusanya and S.A. Oyebade

  27 Mar 2008 Click to Access: 
    http://oecd.metastore.ingenta.com/content/8908011ec003.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/long-term-human-outcomes-of-a-shotgun-marriage-in-higher-education_hemp-v20-art3-en
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Long-term Human Outcomes of a "Shotgun" Marriage in Higher Education
Rosalind M. O. Pritchard, Arthur Williamson

This article addresses a gap in the research literature on mergers in higher education by giving special consideration to the human resource dimension. It focuses on the forced merger of two higher education institutions that was implemented in Northern Ireland over 20 years ago and from which the University of Ulster was established. The authors draw upon the views of the university staff who experienced this merger and who were still employed by the university in 2006. The article emphasises how the merge affected staff and influenced their subsequent experiences, as academics and administrators.

by Rosalind Pritchard and Arthur Williamson

  27 Mar 2008 Click to Access: 
    http://oecd.metastore.ingenta.com/content/8908011ec001.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/fair-access-to-higher-education_hemp-v20-art1-en
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Fair Access to Higher Education
Charlotte Le Chapelain

Social inequality with regard to education seems to be mainly the result of two factors: the reduced success of certain socio-economical categories within the education system and distinct educational requirements once the compulsory education period is over. In this article, we shall focus on the inequality stemming from the choices and personal decisions of individuals by highlighting the influence of social origins as a factor capable of inducing an under-investment in education. Thus, we shall examine how an auto-selection process contributes to the iniquity of the education system. This analysis is based on the theoretical framework of human capital investment developed by Gary Becker (1964) and principally underlines the effects of expectations, uncertainty and cost perception in the differences in evaluations of the profitability of education according to social background. It brings to light reflections on the educational policy.

  27 Mar 2008 Click to Access: 
    http://oecd.metastore.ingenta.com/content/8908011ec002.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/assessment-of-higher-education-personnel-comparative-study-of-france-and-finland_hemp-v20-art2-en
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Assessment of Higher Education Personnel
Emmanuel Salmon

The requirement to assess public employees is increasing within European public services. Dictated by budgetary imperatives and performance improvement concerns, it is becoming the norm in all administrations. One of the most sensitive areas of application is undoubtedly higher education. The traditional independence and autonomy of the academic personnel tends to clash with the state’s desire to revamp its human resources management using the assessment tool. This study relates to the implementation of a procedure designed to assess higher education public employees in France and Finland, based on the observation of two institutions. It focuses in particular on the role of trade unions in this reform. The behaviour of the different players is analysed in relation to several traditional sociological approaches.

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