Higher Education Management and Policy

Programme sur la gestion des établissements d’enseignement supérieur

Publication arrêtée

Anglais
Frequency :
3 fois par an
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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Last Articles Cacher / Cacher / Voir les résumés

Sélectionner Number Date Article Volume et numéro Cliquez pour accéder
  04 fév 2014 Managing the oversight of international branch campuses in higher education
Kevin Kinser, Jason E. Lane

Over the past two decades, many colleges and universities established physical presences in foreign countries. The development of such foreign educational outposts has meant that institutions have had to learn how to manage across geopolitical borders. This study used interviews with senior officials at institutions operating one or more international branch campuses to identify the three primary areas of oversight of concern to multinational universities: faculty, curriculum and finances. In each of these areas, the authors identify differing managerial strategies used by institutions and explore how these strategies relate to whether the branch is viewed as an integrated or separated component of the institution’s governance structure.

Volume 24 Numéro 3 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912031ec009.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/managing-the-oversight-of-international-branch-campuses-in-higher-education_hemp-24-5jz8tqscxk25
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  04 fév 2014 Increasing participation and attainment in higher education in Australia
Conor King, Richard James

This article examines the early outcomes of the policy reforms that aim to increase substantially the proportion of Australians with a bachelor’s degree and improve equity of access. The changes rely on student choices dictating the flow and overall volume of government funding. The authors analyse the new policies and their implications for students and higher education institutions, focussing on: i) the initial evidence of impact on student numbers and the nature of the patterns of growth; ii) the effects on equity and the mix of students enrolled, both overall and between institutions; iii) the impact of increasing enrolments on government fiscal constraints and the pressure on student charges; iv) ensuring learning outcomes for all students and high-level outcomes for the most capable; and v) the role of universities and the place of other higher education providers in an increasingly diverse system.

Volume 24 Numéro 3 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912031ec008.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/increasing-participation-and-attainment-in-higher-education-in-australia_hemp-24-5jz8tqsd095g
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  04 fév 2014 Managing change in higher education institutions in Tanzania
Coletha C. Ngirwa, Martin Euwema, Emmanuel Babyegeya, Jeroen Stouten

This paper examines the history of the management of the higher education sector in Tanzania. It reveals that government policies and management styles throughout the period from 1961 to the early 2000s created a culture of resistance within the higher education institutions, leading to struggles and many attempts to change the management of the sector. The authors analyse the effects of management practices in higher education and propose a model of institutional change that yields positive outcomes based on institutional needs and those of the academic faculty members.

Volume 24 Numéro 3 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912031ec007.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/managing-change-in-higher-education-institutions-in-tanzania_hemp-24-5jz8tqsd1vjh
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  04 fév 2014 Attracting European academics to Turkey under the Erasmus programme
Gönül Oǧuz

This study explores the extent to which European lecturers experience barriers to participation in the Erasmus programme in relation to Turkey. The evidence indicates that, although the number of Turkish lecturers who participate in the programme has constantly been increasing, mobility from the European Union (EU) to Turkey is low. A question arises as to what measures should be taken to reduce obstacles to the academic mobility and to improve attractiveness to the Turkish higher education institutions (HEIs) to European academics. In order to understand how mobility might be increased, the study investigates key drivers and barriers that might hinder mobility and draws conclusions about ways to improve participation.

Volume 24 Numéro 3 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912031ec006.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/attracting-european-academics-to-turkey-under-the-erasmus-programme_hemp-24-5jz8tqsdl96j
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  04 fév 2014 The professionalisation of degree courses in France
Jean-Yves Leroux

In this article, the author discusses the professionalisation of university courses, noting that there are two different views concerning the mission of universities: the dissemination of knowledge and training highly skilled workers to benefit national economies. He explains that in France, for many years, due to the singularity of the organisation of its higher educational system, it was assumed that universities were not concerned with the professionalisation of degree courses. But from the 1960s onwards, there was a change that consisted in introducing vocational courses into universities. This movement is taking on a new form in the 2010s: the aim is to professionalise general courses to improve young graduates’ employability. To achieve this goal, the state provides subsidies to universities, partly on the basis of the employment rate of graduates. The author concludes that this situation may prove untenable for universities.

Volume 24 Numéro 3 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912031ec005.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/the-professionalisation-of-degree-courses-in-france_hemp-24-5jz8tqsdn4s1
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  04 fév 2014 Does culture affect post-secondary education choices?
Ross Finnie

This paper first discusses the theoretical approaches regarding the choice of participating in post-secondary (or "higher") education, starting with a presentation of the standard neoclassical economics approach, and then adding concepts taken from the emerging behavioural economics literature to take into account "cultural" factors that affect access. The paper then presents the results of an empirical analysis based on a very rich Canadian dataset, the Youth in Transition Survey, which follows youth from ages 15 to 25. It includes remarkably detailed information on family and other background factors, as well as schooling experiences, which provides evidence that points to the importance of cultural influences on PSE choices. Policy implications are then discussed.

Volume 24 Numéro 3 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912031ec004.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-culture-affect-post-secondary-education-choices_hemp-24-5jz8tqsdq3jb
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  04 fév 2014 Comparing international student and institutional objectives and institutional objectives
Rod Skinkle, Sheila Embleton

Globalisation of higher education is critical to achieving many of higher education’s highest goals. This paper analyses the results of a survey of over 5000 Indian private high-school students (Skinkle and Embleton, 2011) revealing that 21% are seriously considering international education (IE). Those considering IE often stated their motivations as including improving leadership skills, meeting new people and giving back to society. There is however little research concerning the goals (and practices) of higher education institutions in relation to the aspirations of IE students. A primary motivation for many institutions is financial. The authors integrate the results of the survey with an empirical study of 65 Canadian professorial and administrative leaders at both colleges and universities, from 54 diverse institutions across Canada, to provide critical analyses of perceived benefits, threats and desired outcomes of IE in higher education. Strategic imperatives for IE management are presented.

Volume 24 Numéro 3 Cliquez pour accéder: 
    http://oecd.metastore.ingenta.com/content/8912031ec003.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/comparing-international-student-and-institutional-objectives-and-institutional-objectives_hemp-24-5jz8tqsds535
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