Academic Power: Patterns of Authority in Seven National Systems of Higher Education. John Van de Graaff , Burton R. Clark , Dorotea Furth , Dietrich Goldschmidt , Donald Wheeler

Today's higher education institutions are engaged in fierce competition over research dollars, attracting students, and reputation. And the institutions of the Global North have begun to demonstrate a proactive desire to drive the academic exchange occurring on the global stage via the creation of strategic partnerships abroad. The purpose of this chapter is to understand the role played by American universities in the internationalization of higher education as national systems of education respond to globalization. Through a discourse analysis, the authors apply world systems theory to the analysis of a single U.S. institution with several American institutions abroad in multiple periphery societies and ask the following questions: How do U.S. higher education institutions define global education? And in what ways do U.S. higher education institutions contribute to the countries they operate in?

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Convergent or divergent Europeanization? An analysis of higher education governance reforms in France and Italy

International Review of Administrative Sciences ◽

10.1177/0020852315580498 ◽

2016 ◽

Vol 83 (1) ◽

pp. 177-199 ◽

Cited By ~ 10

Author(s):

Michael Dobbins

Keyword(s):

Higher Education ◽

Education Reform ◽

Higher Education Reform ◽

Theoretical Argument ◽

State University ◽

Higher Education Management ◽

Education Management ◽

Academic Power ◽

Self Rule ◽

University Leaders

This article comparatively examines the higher education reform pathways of France and Italy. Using a scheme of empirical indicators, I focus on the divergent and convergent developments in these two countries, which played a pioneering role in the Europeanization of higher education. While France has consistently moved closer to a market-oriented model, legacies of academic self-rule were initially strengthened in Italy, before recent reforms aimed to crack down on academic power abuses. To explain these policy pathways, I pursue a dual theoretical argument by linking institutional isomorphism with historical institutionalism. Points for practitioners The article examines the changing structures of higher education management and administration in France and Italy. It focuses on the new roles attributed to the state, university leaders and external stakeholders, and addresses whether both systems have converged on a market-oriented paradigm. I explain how and why various new competitive steering instruments were introduced. The analysis should be of interest to both scholars and practitioners due to its focus on new power arrangements in quality assurance, university administration and research governance.

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Forced Internationalization of Higher Education: An Emerging Phenomenon

International Higher Education ◽

10.6017/ihe.2019.97.10939 ◽

2019 ◽

pp. 9-10 ◽

Cited By ~ 1

Author(s):

Hakan Ergin ◽

Hans De Wit ◽

Betty Leask

Keyword(s):

Higher Education ◽

Internationalization Of Higher Education ◽

Access To Higher Education ◽

Disadvantaged Groups ◽

World Today ◽

The World ◽

Forced Migrants ◽

The Many ◽

National Systems ◽

The Doors

A growing number of forced migrants are knocking on the doors of universities today. This paper argues that it is time for universities across the world to increase their efforts to provide access to higher education to forced migrants. Welcoming international disadvantaged groups into higher education is not only consistent with the traditional four rationales for internationalization (academic, sociocultural, political, and economic), it is also important for humanitarian reasons. Using the example of “forced migrants” from Syria in Turkey, we can see that this new phenomenon of “forced internationalization” creates uncommon challenges for institutions on a scale never seen before. However, it also creates opportunities for institutions and national systems seeking to internationalize, as well as for the many displaced scholars and students in the world today.

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Higher Education in Asia

The [Oxford] Handbook of the History of Education ◽

10.1093/oxfordhb/9780199340033.013.17 ◽

2019 ◽

pp. 301-315 ◽

Cited By ~ 1

Author(s):

Anthony Welch

Keyword(s):

Higher Education ◽

Educational Systems ◽

Global Knowledge ◽

Middle Income ◽

Religious Influences ◽

Differential Development ◽

Rise Of China ◽

Local Traditions ◽

The Rise Of China ◽

National Systems

This chapter examines national systems of higher education in Asia. Asia’s long history, together with its extraordinary diversity, presents dual challenges to the historian. While its past still haunts its present, its many religious influences and ethnicities, as well as an array of more current developments, also present challenges. Two common themes are the attempt to balance local traditions while incorporating knowledge from outside, largely the West, and the differential development of individual Asian higher education systems. The latter is now bringing change to earlier core-periphery distinctions. The global knowledge system is now much more multipolar, with the rise of China as the most obvious example. Nonetheless, while highly developed educational systems such as in Singapore compete vigorously internationally, middle-income states such as Thailand and Malaysia harbor ambitions that are not always fulfilled, and very poor systems still struggle with basic issues of finance, governance, access, and equity.

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In search of a Ukrainian term for Bologna process acquis

International Scientific Journal of Universities and Leadership ◽

10.31874/2520-6702-2019-8-2-3-13 ◽

2019 ◽

pp. 3-13

Author(s):

Olena Orzhel

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

National Level ◽

Bologna Process ◽

Education Institution ◽

Practical Significance ◽

Council Of Europe ◽

Higher Education Institution ◽

Acquis Communautaire ◽

National Systems

The purpose of article is to justify the rationale for applying the term «Bologna acquis» to nominate the corps of documents generated in the course of Bologna process that resulted in the formation of European Higher Education Area (EHEA) and community of higher education stakeholders who share and operate by Bologna values, principles, norms and guidelines. The author compares «Bologna acquis» with acquis communautaire, Council of Europe acquis, Schengen acquis, proves that all four have a lot of in common and draws a conclusion that the use of term «Bologna acquis» is acceptable and reasonable. The article demonstrates that Bologna acquis - similar to acquis communautaire and Council of Europe acquis - is divided into two large types: those that have a binding character and those of a non-binding nature. Nevertheless, non-binding Bologna acquis cannot be ignored by the community to whom it is addressed and is to be considered in the course of reforms and modernization of national systems of higher education and higher education institutions as its constituents. Comparison of Bologna acquis with acquis communautaire, Council of Europe acquis, Schengen acquis is the novelty of the article, as well as delineation of similar features between the four above mentioned acquis. The author mentions that the purpose of all four (among other things) is the formation of a community that voluntarily participates in the generation of acquis and agrees to live by its rules and norms. One of conclusions has practical significance: while formation of EHEA and its community simultaneously takes place at the supranational, national and institutional levels, the speed of integration of each separate higher education institution may differ; accordingly different scenarios could emerge: a certain higher education institution may integrate with EHEA faster than the national system of higher education in general, and vice versa: while the national systems of higher education has advanced in integration with EHEA, some higher education institutions will be lagging behind reforms at the national level.

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