Higher Education Management and Policy

Publication arrêtée

Frequency :
Annuel
ISSN :
1726-9822 (en ligne)
ISSN :
1682-3451 (imprimé)
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.

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Volume 24, Numéro 1 You do not have access to this content

Date de publication :
07 juin 2012
DOI :
10.1787/hemp-v24-1-en

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  07 juin 2012 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912011ec005.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/the-impact-of-accreditation-on-the-reform-of-study-programmes-in-germany_hemp-24-5k994dvr0d41
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The impact of accreditation on the reform of study programmes in Germany
Justine Suchanek , Manuel Pietzonka, Rainer H.F. Künzel, Torsten Futterer
The Bologna Process put in motion a series of reforms for higher education. In Germany, the "Bologna reform" focused national standards and guidelines which served as criteria for obligatory programme accreditation by external bodies. This article reports on the results of an empirical study that examined the effects and limitations of accreditation as a means of monitoring the reform of study programmes. An analysis of 1 380 accreditation decisions taken in the Federal State of Lower Saxony between July 2004 and December 2009 and a series of interviews of key actors in the state’s 36 higher education institutions gave rise to a better understanding of whether accreditation does in fact support HEIs’ quality assurance goals.
  07 juin 2012 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912011ec001.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/a-survey-of-international-practice-in-university-admissions-testing_hemp-24-5k9bdck3bkr8
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A survey of international practice in university admissions testing
Daniel Edwards, Hamish Coates, Tim Friedman
This paper explores how admissions tests are used in different higher education systems around the world. This is a relatively new area of research, despite the fact that admissions processes are a key component of university practices and given the everincreasing globalisation of higher education. This paper shows that aptitude and achievement tests, for example, are used in many developed countries. In some of them, a specific test is nationally instituted and generalised; consequently, the function of the test is well embedded in the education landscape of the country. Elsewhere, tests exist but are administered in an ad hoc fashion with little consistency across the sector. This paper provides an important reference tool for national systems and individual institutions interested in examining their position within the realm of international practice in the utilisation of admissions testing for university selection.
  07 juin 2012 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912011ec002.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/emerging-higher-education-strategy-in-ireland_hemp-24-5k9bdtj6xz21
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Emerging higher education strategy in Ireland
Maria Hinfelaar
In Ireland, policies destined to create a reconfigured binary higher education system are evolving; in the coming years institutes of technology may be redesignated as "technological universities" following a process of voluntary amalgamations and independent reviews against stringent criteria. This overhaul of the sector would satisfy institutions’ ambitions to have their status upgraded, and would underpin national policy to address fragmentation and sustainability issues. Drawing on international literature on mergers in higher education, this paper proposes a distinction between push and pull factors as the drivers for exploration and decision making. These two categories of drivers are reviewed in the context of Irish policy development and are applied to an example of a merger that was effected after the publication of the new National Strategy for Higher Education.
  07 juin 2012 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912011ec003.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/strategic-planning-for-academic-research_hemp-24-5k9bdtj6b0r6
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Strategic planning for academic research
Creso M. Sá, Merli Tamtik
This paper reports on an empirical study of research planning in Canadian universities. Drawing on data compiled during interviews with senior administrators from 27 academic units in 10 universities, the paper analyses how strategic planning has been applied to the research mission over the past decade. Findings reveal variability in processes and attitudes about planning, while suggesting that the scope of planning activities in most cases has been somewhat narrow and short-term. The implications of these findings for the administration of research are discussed.
  07 juin 2012 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912011ec004.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/seeking-alternative-researcher-identities-in-newcomer-academic-institutions-in-sweden_hemp-24-5k9bdtj6675j
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Seeking alternative researcher identities in newcomer academic institutions in Sweden
Olof Hallonsten
Proliferating excellence gold standards in the global academic system tend to obscure the far-reaching diversification of academic missions, practices, ambitions and identities brought by massification. This article approaches this topic by a review of theory on academic scholarship and how it has changed in the wake of academic massification and the development of binary higher education systems. In addition, the article reports on the first results of a study on research groups in "newcomer" higher education institutions in Sweden. By synthesising findings and arguments about institutional constraints and the individual ambitions of researchers, the article offers a few preliminary conclusions. It also calls for more scholarly attention to the existence of an academic labour force that corresponds to a widened or altered definition of academic scholarship and that seems to be predominantly found in newcomer academic institutions.
  07 juin 2012 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912011ec007.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/institutional-strategies-in-response-to-higher-skills-policy-in-england_hemp-24-5k9bdtj62zs3
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Institutional strategies in response to higher skills policy in England
Jim Hordern
Higher education institutions take strategic decisions regarding their engagement with government policy, with choice of strategy structured by the character of the national system and notions of what is appropriate in given contexts for the institution. In this study a series of factors influencing institutional strategy in response to the higher skills policy of the New Labour government in England during the period 2006-10 are briefly examined. How the policy was interpreted by institutions is discussed, in the context of the various forces that impact on strategic decision making at the institutional level, in addition to the influence of sectoral, regional and employer links. The significance of cultural change within institutions is highlighted, and the paper concludes with a suggestion as to why strategic engagement with this policy particularly suited certain institutions.
  07 juin 2012 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912011ec006.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/identifying-effective-drivers-for-knowledge-exchange-in-the-united-kingdom_hemp-24-5k9bdsv6wms1
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Identifying Effective Drivers for Knowledge Exchange in the United Kingdom
Stevie Upton
This paper examines the drivers for knowledge exchange in British research-intensive universities, at a time when research impact is coming to be seen as an increasingly important outcome of research in all disciplines. It provides evidence of an over-emphasis of the economic benefits of knowledge exchange in the policy sphere and of a quite different value system amongst academics. Academics’ commitments having been described as occupying a single bounded space, this enhanced understanding of the motivations and needs of academics as they engage in knowledge exchange points to a new way of approaching the facilitation and promotion of knowledge exchange activity.
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