Higher Education Management and Policy

Publication arrêtée

Frequency :
Annuel
ISSN :
1726-9822 (en ligne)
ISSN :
1682-3451 (imprimé)
DOI :
10.1787/17269822
Cacher / Voir l'abstract

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.

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Volume 23, Numéro 2 You do not have access to this content

Date de publication :
15 sep 2011
DOI :
10.1787/hemp-v23-2-en

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  15 sep 2011 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8911021ec005.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/a-tale-of-two-strategies_hemp-23-5kg6m6bgjdf4
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A tale of two strategies
Ellen Hazelkorn, Vin Massaro
The complex effects of the global financial crisis (GFC) have affected countries differently. The concept of stimulus packages to enable economies to withstand its full effects was widespread, as were decisions by several countries to invest in higher education as a means of stimulating the economy while placing workforce development and research on a firmer footing. While the GFC increased awareness of the need to invest in the knowledge economy, governments adopted approaches reflecting their different fundamental priorities. Arguably Ireland was left with little leeway, whereas Australia’s far better economic position might have provided an opportunity to invest in higher education through its stimulus packages. This paper examines the policy choices that Australian and Irish governments made both before, and in response to, the GFC to assess how these decisions have prepared higher education for the future.
  15 sep 2011 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8911021ec006.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/evaluating-public-higher-education-in-mexico_hemp-23-5kg6mmx7sz9q
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Evaluating public higher education in Mexico
Gonzalo Varela-Petito
In an effort to ensure accountability, and in order to prepare students for a globalised world, the higher education sector in Mexico is seeking to implement an evaluation of public higher education. Higher education institutions (HEIs) need to balance this goal against the need to protect their autonomy. This would be preserved if each institution were to operate an efficient evaluation system which is designed and executed, at least in part, by the institution itself. The process must be effective and transparent, allowing a clear communication flow to be built up with the general public as well as with the educational authorities. HEIs must, therefore, rethink an earlier conception which presupposes that maintaining the quality and good functioning of education is a purely internal affair. Implementing evaluation systems at national level is relatively new, so it is still experiencing some problems in relation to co-ordination as well as resistance from evaluees.
  15 sep 2011 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8911021ec004.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/new-challenges-in-the-governance-of-catalan-public-universities_hemp-23-5kg8bdpb2qhf
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New challenges in the governance of Catalan public universities
Diego Castro, Georgeta Ion
This article presents the results of a study of the principal issues involved in the governance of public universities in Catalonia. It was based on four stylised dilemmas that were drawn up to facilitate an understanding of the challenges facing university governance reforms. This paper discusses each of these dilemmas in the Catalan context and highlights a number of challenges facing managers of higher education institutions.
  15 sep 2011 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8911021ec003.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/alternatives-to-industrial-work-placement_hemp-23-5kg9p3j5300v
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Alternatives to industrial work placement
Catherine Bates, Elena Gamble
In the current economic crisis, higher education graduates need transferable professional skills more than ever. They need resourcefulness, an ability to work reflectively, a sense of civic awareness and an impressive curriculum vitae. This case study analyses how Dublin Institute of Technology’s Programme for Students Learning With Communities provides cost-effective, sustainable solutions to these needs, offering an alternative to industrial work placement. Community-based learning and research involve collaboration between staff and/or students and community partners to design real-life, course-based projects which meet the learning needs of the students and those of the community. The programme not only enriches the curriculum; it also builds links with communities and brings additional resources to the educational institution, while allowing the institution to fulfil its three main roles of teaching, research and outreach, simultaneously.
  15 sep 2011 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8911021ec002.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/the-impacts-of-reforms-on-research-and-innovation-in-france_hemp-23-5kg9xfq66s46
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The impacts of reforms on research and innovation in France
Blandine Laperche, Dimitri Uzunidis
The various reforms introduced in France since the end of the 1990s are transforming the field of institutional research, which has historically been hierarchical and centralised, by giving more leeway to the different levels of territorial administration. In this new context, who is involved in orienting and planning research? The wide diversity of actors is problematic: the current evident lack of co-ordination between institutions and levels of territorial administration is blurring the direction and planning of research. Moreover, the role of territorial communities in defining policies relating to innovation and competition is continuing to grow. The impact of the recent reforms is analysed specifically in terms of the direction, planning and co-ordination of research.
  15 sep 2011 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8911021ec001.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/the-impact-of-economic-crises-on-american-universities_hemp-23-5kgc3m8g6r6f
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The impact of economic crises on American universities
Elaine El-Khawas
Universities around the world have been affected by the recent global economic crisis. Many are challenged by reduced resources, yet they also face greater demands to help spur recovery in their respective countries. This paper explores how colleges and universities in the United States were affected by, and subsequently responded to, several 20th century periods of economic and social turmoil. These included the Great Depression of the 1930s, World Wars I and II and economic dislocation in the early 1980s. For some of them, the ability to adapt to sudden constraints and new opportunities led to unprecedented strengths. The effects of longer-term trends also played a critical role. This paper offers some lessons from these earlier periods that may have relevance today.
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