Higher Education Management and Policy

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.

Egalement disponible en: Français
 
 
 

Volume 23, Numéro 3 You do not have access to this content

Date de publication :
16 jan 2012
DOI :
10.1787/hemp-v23-3-en

Cacher / Cacher / Voir les abstracts Articles

Sélectionner Sélectionner Date TitreCliquez pour accéder
  16 jan 2012 Cliquez pour accéder:  An international assessment of bachelor degree graduates' learning outcomes
Hamish Coates, Sarah Richardson
This paper examines rationales, aspirations, assumptions and methods shaping an international assessment of learning outcomes: the OECD’s Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. The first part of the paper is analytical, exploring formative rationales, and shaping contexts and normative perspectives that frame the evaluation. The discussion then turns to review scientific and practical challenges involved in an assessment of the study, which will be tested on an international scale, and to sketch ideas and innovations being created in response. In conclusion, the paper offers reflective suggestions for positioning AHELO in global higher education, should the initiative prove feasible.
  16 jan 2012 Cliquez pour accéder:  Comparing higher education reforms in Finland and Portugal
Jaakko Kauko, Sara Diogo
This article provides a comparative analysis of recent governance reforms in both Finnish and Portuguese higher education institutions (HEIs), following the OECD’s recent reviews of both countries’ tertiary education systems. While in the case of Finland the major problem was identified as being a lack of entrepreneurialism, Portugal was considered to lack effective, strategic higher education planning as well as innovative, flexible and responsive HEIs. The review teams pointed to common issues, despite different country contexts. As they recommended very similar solutions for reforming the legal status of universities, this encouraged national governments to undertake reforms according to their specific needs. By pinpointing problems, the OECD was seen to play an important role in this process and its recommendations proved to be close to the ideas of new public management.
  16 jan 2012 Cliquez pour accéder:  The impact of the Bologna Process on academic staff in Ukraine
Marta A. Shaw, David W. Chapman, Nataliya L. Rumyantseva
Academic staff in Ukraine face a convergence of institutional and professional pressures precipitated by a national economic crisis, projected declines in enrolment and dramatic changes to institutional procedures as institutions implement the Bologna Process. This article examines the extent to which these pressures are reshaping the way academic staff engage in their day-to-day work, their careers and their role in their university. Findings indicate that faculty are caught in a confluence of conflicting demands that elicits adaptive coping strategies and threatens to undermine national efforts to modernise Ukraine’s higher education system.
  16 jan 2012 Cliquez pour accéder:  The economics of teaching
Andrea Schenker-Wicki, Matthias Inauen
The student-faculty ratio is of great significance to policy makers and media as a popular measure of education and teaching quality. Due to its simplicity and the availability of data, it is often used in higher education policy for allocating resources and for ranking universities. This is especially so in some European countries which do not have selective admission policies and where universities have to cope with huge numbers of students. However, there is no definition and no empirically validated data for an appropriate student-faculty ratio. To close this gap, we constructed a model with parameters relevant for high quality teaching and education and validated them empirically by conducting a survey among university professors in business administration. The results clearly illustrate that student-faculty ratios are discipline specific and depend whether the university is research or teaching oriented.
  16 jan 2012 Cliquez pour accéder:  Critical masses for academic research groups and consequences for higher education research policy and management
Ralph Kenna, Bertrand Berche
Smaller universities may produce research which is on a par with larger, elite establishments. This is confirmed by a recently developed mathematical model, supported by data from British and French higher education research-evaluation exercises. The detailed nature of the UK system, in particular, allows quantification of the notion of critical mass in research. It is shown that research quality increases with group quantity, but only up to a limiting size referred to as the upper critical mass. The condition for smaller universities to produce top-quality research is that they contain research groups of sizes above the upper critical masses appropriate to their respective disciplines. Policies which concentrate support into progressively fewer, larger institutions are therefore unjustified for high-quality academic research. Instead, to amplify overall research strength, support for medium-sized groups should be prioritised to help them attain upper critical mass.
  16 jan 2012 Cliquez pour accéder:  Lost in translation
Jennie Billot, Andrew Codling
In New Zealand, the funding of higher education research has been influenced by revised policy-driven imperatives. Amidst the institutional reactions to new criteria for governmental funding, individual academics are being asked to increase their productivity in order for their employing institution to access public funding. For this to occur, these three stakeholders need to have a reasonable understanding of one another’s core research objectives and align, as best possible, the strategies they employ to achieve them. This alignment of effort is not without challenges: it may, for example, result in ambivalence as staff resort to behaviours that contest institutional powers over their changing roles and responsibilities. In order to address these challenges, there needs to be further reflection on how the efforts of all parties can be better aligned and collaboratively integrated.
Ajouter à ma sélection