The geography of access and excellence: spatial diversity in higher education system design

In a “settler society” such as Canada, inequalities in higher education have geo-political dimensions, necessitating a theoretical framework that considers the geographic distribution of material wealth and power. This paper explores both the economic and social implications of the geographical distribution of the higher education system in British Columbia, Canada, including the ways in which stratification by institutional type may reinforce spatial inequalities. The study shows that system expansion has not improved regional representation, which has socio-economic implications.

Managing the complexity of centres of excellence: accommodating diversity in institutional logics

This article discusses how Centres of Excellence (CoE) and the existence of several logics in these centres can contribute to the differentiation of the strategic profiles of universities. The study sees research centres as a way to organize research activities in Higher Education Institutions (HEIs) in order to target both excellence but also societal challenges through focused thematic research. It reveals how societal challenges and their interpretation by these centres contribute to the differentiation of the strategic profiles of universities. Studies of centres of excellence programs in Sweden and Japan reveal differences in how their mission is formulated for relevance and excellence. The results indicate that contrasting missions of HEIs are accommodated through the dual logics of these centres relating both to autonomy and industry collaboration. The study shows that long-term funding gives these centres flexibility to set the agenda and focus on their strategic core activities. In other words, a logic of autonomy guides their strategic choices of research activities over the long-run as well as collaborators. Nevertheless, these centres are also developing strategies to cope with dilemmas stemming from the excellence-relevance and evaluation templates that emerge in the nexus of their collaborative ties with industry, government and universities.

     

Institutionalising campus diversity in South African higher education: Review of diversity scholarship and diversity education

Increasingly the social, educational, cultural,linguistic, religious and racial diversity ofSouth African society is finding expressionwithin South African institutions of highereducation. Consequently, ``diversity'',``diversity issues'' and ``diversification'', havebecome part of the education debate and policy,and pose new challenges to South Africantertiary institutions. Most institutions areattempting to respond to these challengeswithin the context of a transformation processwhich impacts on every aspect of academic lifefrom student access and support, outreachprogrammes, staff recruitment and retention, toacademic programme development, research,scholarship and the social and learningenvironment on campus. This paper looks at howSouth African higher education institutionshave met these challenges. It highlights howthe ideas, initiatives or practices arounddiversity have been appropriated and made partof the mainstream intellectual and academicdiscourses. It also investigates the social andepistemological conditions of possibility formeaningful scholarship and curriculum practicesin addressing the challenges posed by socialdiversity on campuses. More specific questionsin this regard include: What counts asknowledge in diversity scholarship? Whoproduces and disseminates it? Who accesses itor utilises it? What is its space in thecurricula?     

Cultural capital and agency: connecting critique and curriculum in higher education

This paper explores some of the unresolved tensions in higher education systems and the contradiction between widening participation and the consolidation of social position. It shows how concepts of capital derived from Bourdieu, Coleman and Putnam provide a powerful basis for critique, but risk a deficit view of students from less privileged backgrounds. These students are more likely to attend lower‐status institutions and engage with an externally focused curriculum. The paper argues for greater attention to agency, and community and familial capital, in conceptualising the resilience of those from less privileged backgrounds. While the recognition of ‘voice’ is important, a curriculum that acknowledges the context independence of knowledge is essential if these students are not to be further disadvantaged.     

Market and higher education in Japan

Today, a rationale for the existence of universities and colleges is likely to be sought in terms of their economic relationships, with a focus on accountability and relevance. Moreover, while the importance of academic institutions for social and economic development through the expansion of educational opportunity and knowledge has been increasingly emphasized, the institutions themselves, exhibiting little evidence of economic efficiency and rationalization, appear to be on the road to failure. At the same time, clashes between academic freedom and accountability are becoming stronger as well as conflicts between equality and excellence. It is quite apparent that these are difficult times between universities and society in many countries. This includes some advanced countries which have achieved massification or even the post-massification stage of higher education (Arimoto, 1996; Kerr, 1994). In consideration of these and related issues, specific discussion needs to be focused on the development of market principles and mechanisms in the higher education system of Japan.     

Innovation and change in higher education: Managing multiple polarities

Just who are ‘administrators’ in UK higher education? The definition of administrators is explored and it is argued that it has changed to become looser. Administrative roles are now much more diverse. Technological changes have created new roles and opportunities with progression opportunities for some staff. The statistical evidence from the Higher Education Statistics Agency is considered. This shows that a large percentage of support staff work in academic cost centres and changes in the numbers and type of staff working in different areas are considered.     

Equality and excellence in higher education — Is it possible?

The dilemma of equality versus excellence in education bears conceptual and practical difficulties. It is especially problematic when dealing with higher education. Most of the univerities over the world are selective by nature and pursue high academic standards. The more an institution earns a reputation for excellence, the less likely it is to provide equality of opportunities to large segments of the population. The underlying philosophy of Everyman's University (EU), the Open University of Israel, reflects these two dialectical values of equality and excellence. The article analyzes EU's principles and practices in the light of equality-quality relationships.An earlier version of this article was presented at the First International Conference on Education in the 90's, December 1984, Tel-Aviv, Israel.     

Performance management and diversity in higher education: an introduction

Tertiary Education and Management -     

我国近代高等教育学制与高等教育现代化

中国近代学制的建立与发展极大地推动了高等教育的现代化进程,并在此期间受到了许多西方包括日本等国影响,但学术界对其发展过程是依附还是借鉴分别持不同观点。通过分析中国近代高等教育学制的嬗变来反思中国高等教育的现代化进程,势必对高等教育未来的发展有所帮助。     

Program diversity in higher education: an economic perspective

Program diversity in academic systems has become an important goal of higher education policy in many countries. Policy makers assume that a diverse academic system will better satisfy public preferences and needs and lead to greater social and economic benefits for society. While these assumptions adopt a recognizably economic perspective, very little of the literature on program diversity in higher education applies economic theory or methods as a means of framing relevant research. The article suggests that an economic perspective would define and measure academic diversity in terms of program innovation in academic institutions, not only in teaching, research and public service activities, but also in the processes of production and markets served. An economic perspective can also provide valuable theoretical frameworks for exploring the important question as to whether and how markets or governments affect program innovation in higher education.     

高等教育的结构变化

本文从高等教育系统和大学这两个层次分别论述了20世纪90年代以来日本高等教育的重大的结构变化,并着重分析了产生这些变化的原因,包括大众化,市场化和全球化这三个国际大趋势及日本国内的人口、经济和政策方面的变化等,最后指出这次结构改革成功的关键是要建立一个崭新的健全的高等教育评价系统。     

Managing collaboration across further and higher education: a case in practice

The Dearing Report highlighted the need for HE programmes to enhance students' basic skills, and one of these is numeracy skill. There is a history of low confidence and negative attitudes to learning about numbers and 'maths anxiety' in undergraduates which means that delivering 'numerate graduates' may be something of a challenge to HE institutions. This college surveyed attitudes to numeracy and learning about numbers in all first-year students (over 1000 students). Over 40% of students returned their questionnaires. This survey found considerable negative attitudes and low confidence among respondents as a whole (25% of those who returned the questionnaire), and anxiety was highest (over 40%) in students taking a Humanities programme. This raises considerable concern about how we can deliver numeracy to students in HE. The findings of the survey, gender issues and the individualised concept of 'maths anxiety' are discussed in relation to the social and cultural construction of attitudes to maths and maths confidence as empowerment (Benn, 1997). The main conclusion is that HE institutions need to consider carefully how to provide good educational opportunities for individuals with low motivation to engage in maths-related activity. There is also an urgent need to challenge cultural myths and stereotyping relating to maths learning if we want the next generation of graduates to have more confidence in their maths skills.