scholarly journals Universities and Economic Development in Africa

2011 ◽  
Author(s):  
Nico Cloete ◽  
Tracy Bailey ◽  
Peter Maassen
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Knowledge Production ◽  
Undergraduate Teaching ◽  
Global Context ◽  
Research Production ◽  
Advocacy Network ◽  
External Stakeholders ◽  
The University ◽  
Higher Education Transformation

Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

The University in Africa and Democratic Citizenship

2012 ◽  
Author(s):  
Thierry M. Luescher-Mamashela
Keyword(s):  
Higher Education ◽  
Student Leadership ◽  
Democratic Citizenship ◽  
Political Activity ◽  
Democratic Leadership ◽  
Democratic Attitudes ◽  
Advocacy Network ◽  
The University ◽  
Higher Education Transformation ◽  
Education Transformation

Whether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

scholarly journals FORMATION AND DEVELOPMENT OF THE INTERNAL SYSTEM OF EDUCATION QUALITY ASSURANCE AT THE UNIVERSITY AS A FACTOR OF STATE SOCIO-ECONOMIC DEVELOPMENT

2020 ◽  
pp. 96-103
Author(s):  
A. Artyukhov
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Quality Assurance ◽  
Foreign Students ◽  
Education Institution ◽  
The State ◽  
Educational Services ◽  
Socio Economic Development ◽  
The University

The article is devoted to the description and analysis of factors that potentially and actually affect the socio-economic development of the state on the example of the higher education institution. It is established that at the system level the level of ensuring the quality of educational activities and the quality of higher education has a decisive influence on the formation of a positive image of a higher education institution. The results of a survey of students on the criteria for choosing a university to study are presented. Statistics on public funding of education in general and higher education in particular are presented and analyzed. It is established that, despite the formally high percentage of education funding from the level of GDP in absolute terms, the actual funding is low and needs to be strengthened by attracting external funding from customers. Attention is also paid to the state of development of educational services for foreign students. In a competitive environment at the national and international level, the decisive influence on the involvement of foreign students in the university is influenced by the structure of the training program, teacher qualifications, organization of the educational process in the classroom and so on. The article on the example of a higher education institution presents the main stages of formation and development of the internal system of quality assurance of education as an object of influence on the socio-economic development of the state. The development and/or improvement of internal quality assurance systems in universities is becoming a powerful basis for increasing university funding from external (personally involved) sources, reducing the outflow of applicants abroad and the successful provision of educational services to foreign students. At this stage, given the limited opportunities for funding of educational activities by the state (compared to EU countries), the successful implementation of the university development strategy is possible provided that systematic work is done to improve the quality of educational services for domestic and foreign citizens. As part of further research, it is planned to analyze the mutual impact of the education quality assurance system on the effectiveness of scientific activities, the provision of additional paid educational services, training for external customers and other sources.

scholarly journals Invisible Roots of Knowledge Production and their Role in Resistance to the Marketisation of Education

2020 ◽  
Vol 9 (1) ◽  
pp. 118-140
Author(s):  
Heather McKnight
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Trade Unions ◽  
Economic Status ◽  
Public Institution ◽  
Recent Book ◽  
Pension Scheme ◽  
The Public ◽  
The Commons ◽  
The University

Recent, highly visible, struggles in Higher Education in the UK, such as the pensions strike, have aimed to recast such protests as part of a bigger struggle to maintain the public university. Viewing the shared pension scheme as one of the last defining features of a public institution. However, Federici in her recent book Re-enchanting the World: Feminism and the Politics of the Commons warns us if we wish to change the university in line with the public construction of a ‘knowledge commons’ that there is a need to question “the material conditions of the production of the university, its history and its relation to the surrounding communities” (Federici, 2019) and not just the academics within it. There is a need to consider how debate on knowledge production is insulated from the invisible work that sustains academic life including cleaners, cafeteria workers and groundkeepers, as well as to consider the potential colonisation of land institutions are built upon (Federici, 2019). Narratives of resistance to marketisation in Higher Education, while well meaning, still create disproportionate invisibility on the grounds of gender, race and socio-economic status, ignoring the material and intellectual value of such contributions. This paper considers how Federici’s approach to the politics of the commons discredit, deconstruct and potentially transform approaches to resistance to marketisation in education. It argues that struggles against marketisation, or for academic freedom, should be seen in the broader scope of access to education for all, and a continuum of co-dependant knowledge production. It will consider how different structures of privilege and oppression structure what is represented, resisted and fought for within and by the institution. Issues that are seen as marginal or controversial can be avoided in increasingly legislated upon, and therefore risk averse, students’ unions and trade unions. Which in turn reproduces a student and staff body that similarly continue to propagate such damaging structures both within and out with the institution. A rethinking around who the knowledge producers are, can help us restructure the university as a commons that resists the violence of capitalist logic, rather than one that upholds it. Thus problematising and reconstructing how we view the idea of a future university commons, in a way that recognises intersectional oppression and a misuse of certain bodies as a commons in and off themselves.

scholarly journals The Transformation of Traditional Universities into Entrepreneurial Universities to Ensure Sustainable Higher Education

2016 ◽  
Vol 18 (2) ◽  
pp. 75-88 ◽  
Author(s):  
Veronika Bikse ◽  
Inese Lusena-Ezera ◽  
Baiba Rivza ◽  
Tatjana Volkova
Keyword(s):  
Higher Education ◽  
Local Governments ◽  
Research Study ◽  
Positive Trend ◽  
Entrepreneurial Universities ◽  
Business Incubators ◽  
Business Incubation ◽  
The Past ◽  
External Stakeholders ◽  
The University

Abstract This paper aims to investigate the experience and to identify the drivers of transforming traditional universities into Entrepreneurial Universities for ensuring sustainable higher education in Latvia. Due to the wide scope, Entrepreneurial University characteristics, the present research study is limited and focuses on the university providing access to students to business incubation facilities, relationships with business incubators for students, as well openness of university to collaboration and knowledge co-creation with its external stakeholders. Analyses of the experiences of universities of Latvia business incubators providing services to students, as well cooperation between higher education institutions (HEI) and local governments and entrepreneurs show that there is a positive trend. In opposite, such a trend can’t be observed towards building Entrepreneurial Universities in Latvia over the past 5 years. The results of the survey show that there is a need put higher efforts to assist young entrepreneurs in building cooperation networks and strengthening knowledge co-creation with external stakeholders.

scholarly journals La investigación post-disciplinaria como alternativa en comunicación

2021 ◽  
Vol 8 (15) ◽  
pp. 2-23
Author(s):  
Raúl Fuentes Navarro
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Knowledge Production ◽  
Academic Field ◽  
Higher Education Systems ◽  
Sociocultural Practices ◽  
The World ◽  
History Of ◽  
History Of The University ◽  
The University

This paper takes up previous works by the author and reformulates them to argue that there are increasingly clear indications of the adoption of “post-disciplinary” modalities in the institutionalized practices of knowledge production on communication in various regions of the world. Faced with the growing epistemic fragmentation and dispersion of this academic field, and the evident transformations of the sociocultural practices that are its references and subject matters, post-disciplinary research may represent a useful alternative consistent with the very history of the university institutionalization of this specialty, in which contributions from the humanities and social sciences converge, with apparent independence from the different conditions of national higher education systems. Some of the more developed formulations of this perspective and their strategic implications for university practices in the field are analysed.

scholarly journals IMPROVING THE UNIVERSITY REPUTATIONAL LIABILITY

2015 ◽  
Vol 3 (5) ◽  
pp. 531-538
Author(s):  
Татьяна Юдина ◽  
Tatiana Yudina
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Labor Market ◽  
Vocational Training ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Stage Of Development ◽  
The University

One of priority problems of modernization of system of the higher education in Russia is overcoming the disproportions revealed during different years of monitoring of activity of higher education institutions, reduction of the contents, structure of vocational training of shots, technologies of realization of educational programs in compliance with requirements of employers and also taking into account the forecast of labor market, welfare and economic development. All this is possible at the stage of development of the higher school on condition of introduction of new mechanisms of management of the higher educational institutions based on formation and increase of their reputation, care of higher education institutions of the reputation responsibility.

CAN WE TRUST OUR COLLEAGUES? REVISITING THE INTRACOMMUNITY TRUST BETWEEN THE HIGHER SCHOOL TEACHERS

2020 ◽  
Vol 88 (3) ◽  
pp. 11-21
Author(s):  
Polina A. Ambarova ◽  
◽  
Nina V. Shabrova ◽  
Svetlana G. Ermolaeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Fundamental Problem ◽  
Academic Community ◽  
Value Orientations ◽  
Necessary Condition ◽  
Sociological Study ◽  
Russian Higher Education ◽  
University Communities ◽  
The University ◽  
Higher Education Transformation

In the context of the higher education transformation there are risks that the academic community can get deformed. One of such risks is the reducing of intracommunity trust. The authors consider it as a necessary condition for the reproduction and development of the academic community and overcoming its fragmentation. The purpose of the article is to examine the quality of trust-based relationships between the university teachers. The empirical basis of the article is the data of the sociological study «Trust as a fundamental problem of Russian higher education», conducted in 2019-2020 in Higher Education Institutions in Yekaterinburg. The results are the following: 1. It examines the connection between trust and the phenomenon of fragmentation within the academic community. It as well shows the risks of deformations in university communities. 2. It defines the key characteristics of intracommunity trust among scientific and pedagogical personnel both at the level of value orientations and in behavioral terms. 3. It determines the functions of intracommunity trust.

UCONN DEVISES A POINT SYSTEM TO RATE PROFESSORS' PRODUCTIVITY

PEDIATRICS ◽  
1994 ◽  
Vol 94 (4) ◽  
pp. 488-488
Author(s):  
J. F. L.
Keyword(s):  
Higher Education ◽  
Research Productivity ◽  
Public Universities ◽  
Undergraduate Teaching ◽  
Point System ◽  
Graduate Teaching ◽  
The Hours ◽  
National Reputation ◽  
The University ◽  
University Of Connecticut

STORRS, Conn., Jan. 9 (AP)—The University of Connecticut has devised a system that intends to measure how productive its professors are ... The plan would give each academic department a set of scores. The departments would be scored on a scale of zero to five in each of 10 categories, including research productivity, service to the state, national reputation, undergraduate teaching and graduate teaching. Progress in the categories would be measured over several years against goals set by the professors themselves and would be taken into account in budget decisions... Higher education experts said UConn's point system is part of a larger movement to make professors at public universities account for the hours they work and the research, teaching and service they perform.

Introduction

2020 ◽  
pp. 1-17
Author(s):  
Marijk van der Wende ◽  
Simon Marginson ◽  
Nian Cai Liu ◽  
William C. Kirby
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Silk Road ◽  
Research Project ◽  
Research Cooperation ◽  
Global Context ◽  
European Cooperation ◽  
Global Flows ◽  
Long Run ◽  
The University

The Introduction presents the conceptual framework of the research project: “The New Silk Road: Implications for higher education and research cooperation between China and Europe.” The areas of inquiry focused on are: the academic flows and activities emerging along the NSR; university responses and their rationales; the conditions under which activities are taking place; defined by whom, and the values underpinning the mission of the university in society. It places the NSR in global context: how China’s rise in science and higher education results in shifting global flows, impact, and rising tensions. It explores the evolving China–European relationship and concludes that while the idea or model of the university may travel along the NSR, it does not necessarily change because of it. Despite the current unknowns, in the long run, Chinese–European cooperation on or beyond the New Silk Road offers a new landscape for higher education on both ends of Eurasia.

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