The Changing Debate on Internationalisation of Higher Education

Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding.     

The effects of educational reform on the content and status of the social subjects in England and wales and the USA: A case study

Over the past decade educational reform has been taking place in the USA and in England and Wales. This paper traces the political pressures to change the social subjects curriculum on both sides of the Atlantic. In England and Wales the new National Curriculum aims to raise educational standards and to increase accountability through a national assessment system. In the USA the Federal Government has set to work on establishing national goals. There is evidence in both countries that the new curricula are emerging from a political process which imposes content and structures upon teachers with little consultation. The paper concentrates on how the social studies curriculum has been affected in this process. It explores the politics of curricular reform by comparing events in the USA and England and Wales and outlines the ways, particularly in the British context, in which the teaching profession has explored the limits of its power and has fought back against central control to make its voice heard.

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Zusammenfassung In den letzten zehn Jahren gab es eine Bildungsreform in den USA, sowie in England und Wales. Dieser Bericht studiert den politischen Druck, der zu einer Änderung des Curriculums in den Sozialfächern auf beiden Seiten des Atlantiks geführt hat. In England und Wales soll das neue nationale Curriculum den Bildungsstandard anheben und die Verantwortlichkeit durch ein nationales Bewertungssystem steigern. In den USA begann die Bundesregierung mit der Festsetzung nationaler Ziele, die den Lehrern Inhalte und Strukturen mit wenig Mitbestimmungsrecht auferlegt. Der Artikel konzentriert sich auf die Auswirkungen dieses Prozesses auf das Curriculum der Sozialstudien. Er untersucht die Politik der Curriculums-Reform, in dem Ereignisse in den USA, England und Wales verglichen werden. Insbesondere im britischen Kontext werden Wege aufgezeigt, auf denen der Lehrberuf die Grenzen seiner Macht erforscht und sich gegen eine zentrale Kontrolle gewehrt hat, um Aufmerksamkeit auf sich zu ziehen.

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Resumen Durante la última década se ha realizado una reforma de la educación en los EEUU, Inglaterra y Gales. Este trabajo esboza las presiones políticas de cambiar los planes de estudio de los sujetos sociales a ambos lados de Atlántico. En Inglaterra y Gales, elNew National Curriculum aspira a crear estándares de la educación y a incrementar la responsabilidad a través de un sistema nacional de valoración. En los EEUU, el Gobierno Federal ha comenzado a trabajar en la fijación de objetivos nacionales. Es evidente que en ambos países los nuevos planes de estudios están emergiendo de un proceso político que impone contenidos y estructuras a los maestros, consultándolos poco o nada. El trabajo se concentra en el impacto que ha sufrido el curriculo de estudios sociales en este proceso. Explora la política de la reforma curricular comparando acontecimientos de los EE UU y de Inglaterra y Gales y proporciona una idea general de los modos, particularmente en el contexto británico, en los que la profesión de enseñanza ha explorado los límites du su poder y se ha defendido contra el control central para hacerse escuchar.

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Résumé Au cours de la dernière décennie, une réforme éducative a été engagée aux Etats-Unis, en Angleterre et au pays de Galles. Cet article retrace les pressions politigues qui ont été exercées pour remanier les thèmes sociaux dans les programmes des deux côtés de l'Atlantique. En Angleterre et au pays de Galles, le nouveau curriculum national a pour but d'élever les niveaux de l'enseignement et d'augmenter la responsabilité par un système national d'évaluation. Aux Etats-Unis, le gouvernement fédéral a entrepris d'établir des objectifs nationaux. Il est évident que dans les deux pays, les nouveaux programmes sont nés d'un processus politique qui a imposé aux enseignants des contenus et des structures en les consultant à peine. L'article se concentre sur les retombées de ce processus sur les programmes d'études sociales. Il étudie la politique de la réforme curriculaire en comparant les événements intervenus aux Etats-Unis et en Angleterre-pays de Galles et souligne, en particulier dans le contexte britannique, la façon dont le corps enseignant a épuisé les limites de son pouvoir et a résisté au contrôle central pour se faire entendre.

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Personality development and the college experience

Studies of freshman-senior data on undergraduates show that, despite major differences among institutions and students, the direction of net change was basically the same in several diverse colleges. Institutional freshmen means spanned a wide range, yet students became more autonomous, more aware, more integrated, more aesthetically sensitive, more tolerant, more liberal in religious views, and less concerned about material possessions. Although all students tended to change in the same direction at all colleges, they did not become more similar; diversity increased for the total group and, more often than not, diversity increased within each college.When sub-groups of similar students were examined within institutions, different patterns of change appeared, and were systematically related to such factors as college climate, student characteristics, teaching practices and study activities, and student-faculty relationships. Thus, differential change occurred as a function of institutional fit. When there is a close fit change proceeds along lines indicated by cultural and genetic forces and is consistent among diverse colleges. Where there is a misfit — students who have not developed to the general level at which a college operates, or whose development has gone beyond the operating level of a college — significant changes occur which are strongly associated with varied college characteristics and educational practices.The research reported here was supported by NIMH Grant #MH14780-05     

A multivariate approach to the assessment of quality

Most quality assessment studies utilize a univariate approach to the assessment of quality. While the univariate approach has some merit, this study presents an alternative—the multivariate approach. Factor analysis identified three clusters of variables potentially linked to quality. These clusters, labeled faculty research, input, and student, were later used as bases for measuring departmental excellence. Seven indicators based on these clusters were developed. The indicators that combined the first and second clusters and the indicators that combined all three clusters appeared to have produced the best estimates of departmental excellence.     

Informal interaction and faculty projections of student ratings of the institutional climate

This study employed the Semantic Differential technique to investigate the relationship between informal interaction with students and the accuracy with which faculty members project students' perceptions of the institutional climate at two colleges of Arts and Sciences. When subdivided into nominal categories of high, moderate, and low interactors on the basis of their frequency of informal, out-of-class contacts with students, high interactors were found to project consistently more accurate student ratings of the climate on a bureaucracy factor than low interactors. A similar, though not consistent, relationship was found between high and low interactors on an intellectualism/scholarship dimension.     

Whitehead and a new look at teaching elementary science

If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study.     

Awareness and use of academic research by doctoral students

Relationships between graduate education and academic research are intuitively accepted, but have been given limited examination. Using concepts suggested by Merton and Hagstrom, this study developed measures of recognition and association to assess student awareness of ambient research in their departments. Usefulness of campus research for the respondent's own work was explored in terms of the kinds of utility and its relative importance compared to other resources. A mailed survey of a sample of Ph.D. recipients in 18 departments from a major research university brought a 68% usable return, 470 subjects. Findings show a high level of research awareness, about 70%. The major utilities of research for doctoral students are identified as the theoretical leads and basic data sources.     

Jekyll and hyde in the classroom: A comparative case study in educational failure

This article describes the curriculum Enrichment Program (CEP), an attempt at partial privatization in a Jerusalem elementary school. Although the school was part of the free public education system, under the CEP parents could pay for their children to receive extra teaching over and above the basic curriculum. Because of a high drop-out rate and other problems, the project was terminated after a short period. The author examines the reasons for the failure of the scheme and analyses its wider implications.

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Zusammenfassung Dieser Artikel beschreibt das Curriculum Enrichment Program (CEP — Curriculum Erweiterungsprojekt), ein Versuch zur teilweisen Privatisierung einer Grundschule in Jerusalem. Obwohl die Schule Teil eines freien öffentlichen Bildungssystems war, stand es den Eltern frei, gegen Bezahlung erweiterten Unterricht über das Grundcurriculum hinaus für ihre Kinder zu erhalten. Das Projekt wurde schon nach kurzer Zeit aufgrund von hohen Schulversagerquoten und anderen Problemen beendet. Der Autor untersucht die Gründe für den Fehlschlag des Systems und analysiert die weiteren Auswirkungen.

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Resumen Este artículo describe un proyecto de ampliación del programa de enseñanza Llamado Curriculum Enrichment Program (CEP) como un proyecto de privatización parcial que se realizó en una escuela de primera enseñanza de Jerusalén. Si bien la escuela formaba parte del sistema de educación pública, el CEP ofrecía la posibilidad de que los padres pagaran una instrucción adicional al programa básico para sus hijos. A causa de una elevada cuota de bajas y de otros problemas, el proyecto fue terminado poco tiempo después. El autor examina las razones del fracaso de este delineamiento y analiza las consecuencias de mayor trascendencia.

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Résumé Cet article décrit le projet d'enrichissement des curriculums, qui était une tentative de privatisation partielle dans une école primaire de Jérusalem. Bien que cette école fasse partie du système d'enseignement public, ce projet donnait l'option aux parents de payer pour que leurs enfants reçoivent un enseignement supplémentaire, en dehors du curriculum de base ou supérieur à celui-ci. En raison du taux élevé d'abandons et d'autres problèmes, le projet fut interrompu après une courte période. L'auteur étudie les raisons de l'échec de ce modèle et en analyse les répercussions indirectes.

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Towards minimizing social,cultural, and intellectual disruptions embedded in literacy instruction

A personal attempt to make sense of the diverse array of information, both practical and theoretical, about the complex concept called literacy is articulated through the development of the Integrative Systems Model of literacy. The model illustrates how understanding literacy has direct applications to both instruction and research. As well, the model's utility in reconciling opposing concepts of literacy is shown. Finally, some practical suggestions for literacy instruction consistent with the model and which appear to minimize social, cultural, and intellectual disruption are presented.     

Sociological theory and the analysis of strategies of educational redress

In this paper, three sociological models or theoretical templates for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) interactionist models. The paper then discusses how each model can be applied to what is here called educational redress. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed Compensatory Education Programmes. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of educational redress strategies.

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Zusammenfassung In diesem Artikel werden drei soziologische Modelle oder theoretische Schablonen für die Analyse der Sozialstruktur umrissen: (a) das Struktur-Konsens-Modell, (b) das Konfliktmodell und (c) das Wechselwirkungsmodell in seinen verschiedenen Varianten. Dann wird untersucht, wie jedes dieser Modelle auf den Bildungsausgleich angewandt werden kann, insbesondere auf die Ausgleichsstrategien für Kinder im Vorschulalter, die gewöhnlich mit Kompensierende Erziehungsprogramme bezeichnet werden. Anschliessend wird beschrieben, wie Protagonisten jedes dieser Modelle diese Programme analysieren und wie sie mit Hilfe der anderen Modelle vorgenommene Analysen kritisieren würden. Weiterhin wird ausgeführt, dass die drei Modelle Formalisierungen der unter Laiengruppen verbreiteten Vorstellungen von der Gesellschaftsordnung darstellen, und dass selbst Pädagogen ihr Gesellschaftsmodell gewöhnlich nicht klar definieren. Zum Schluss spricht der Verfasser seine Ansicht aus, dass die Soziologie durch die obigen Elemente zum Verständnis der Bildungsausgleich-Strategien beitragen kann.

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Résumé Dans ce rapport sont décrits trois modèles sociologiques ou échantillons theoriques pour l'analyse de l'ordre social: (a) le modèle ordre-consensus, (b) le modèle conflit et (c) les modèles interactionnistes. Le rapport examine ensuite comment pouvoir appliquer chaque modèle à ce qu'on appelle ici redressement éducatif. Sont mentionnés particulièrement les stratégies de redressement que l'on adresse aux stratégies pour enfants d'âge préscolaire, appelées habituellement Programmes d'éducation compensatoire. Le rapport montre ensuite comment les défenseurs de chaque modèle aborderaient l'analyse de ces programmes, et comment ils critiqueraient les analyses des autres modèles. On montre que les trois modèles sociologiques sont situés dans — et sont en fait des formalisations — des conceptions courantes de structure sociale qu'ont tacitement les membres laïques de la société, et que même les éducateurs professionnels ne rendent typiquement pas leur modèle de la société très explicite. Enfin, l'auteur est convaincu que les éléments susmentionnés constituent ce que les sociologues peuvent ajouter à la compréhension des stratégies de redressement éducatif.

     

The American mixture of higher education in perspective: four dimensions

Several nations are currently considering privatization of parts of their higher education systems. This paper, mainly based on the American experience, examines privatizing public institutions as an alternative to establishing solely private institutions.Institutions are analyzed along four dimensions: (1) ownership (public or private); (2) control (external or internal); (3) financing (public or private funds); and (4) mechanisms for public financing (who controls fund distribution and how). There are varying mixtures along these four dimensions both within countries and around the world, with the American system exhibiting the widest range of combinations. Six categories are described, including four common in the U.S.: I. Independent private, where institutions are independent in ownership, in control, and in basic financing; II. Dependent private, independent in ownership and financing but dependent in control; III. Independent public, dependent in ownership but independent in control and substantially independent in financing; IV. Semi-independent public (state/guild type), dependent in ownership, mixed in control, and heavily dependent in financing (less common in the U.S., but typical of Italy and Latin America); V. Semi-independent public (state/trustee/guild type), where control is shared among state, academic guilds and lay boards of trustees but with mainly state-controlled financing; and VI. Dependent public, the model in the Communist nations.Kerr traces the historical path that led to the mixed American system and examines some of its positive consequences, which include institutional autonomy, diversity, and flexibility. Negative results include possible over-responsiveness to short-term pressures, as from the labor market or student preferences for courses of study, and from supporting business or industry.The author concludes that the American experience with privatized public institutions may serve as a model for those elsewhere who now seek greater institutional differentiation, autonomy, and flexibility within national systems of higher education.     

College presidents' role performance and faculty satisfaction

This research analyzed faculty evaluations of college presidents' role performance with the intent of identifying underlying dimensions and to ask further which dimensions predicted faculty satisfaction with presidents. Data were gathered from 896 faculty members from two technical colleges, three community colleges, two private universities and three public universities in a Western state. The factor analysis revealed three relatively independent dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. The personal-public image was the most important dimension and predicted faculty satisfaction across the four types of institutions of higher learning. Faculty-student interaction with the president, while not as important a dimension of the presidential role, predicted faculty satisfaction in three institutional types, but not in public universities. The absence of autocratic leadership style predicted satisfaction in community and technical colleges.     

Print and reading: What do preschoolers know?

John Downing, an eminent reading researcher at Canada's University of Victoria, says that many children come to school in a state of cognitive confusion about the functions of reading and the terms we use when we start to teach them to read formally. Adults take for granted that young children know what they mean when they talk about a word, a letter, a sound, and other print-related terms. In his studies done in England and in Canada, Downing (1970; 1973–74) has found that many children, especially those who have not been read to regularly, simply don't understand the conventions of print and really don't understand what reading is all about.Joan T. Feeley is Professor of Reading and Language Arts at William Paterson College in Wayne, New Jersey.     

USING SCHOLARSHIP: Lessons for Practice at One University

In this essay the author views a collection of scholarship as a source of lessons related to institutional practice and considers how institutional planners and other administrative leaders can use such ideas. The collection includes Balancing Acts: Dilemmas of Choice Facing Research Universities, by Jonathan Cole; Crafting Strategy, by Henry Mintzberg; portions of the book In Over Our Heads: The Mental Demands of Modern Life, by Robert Kegan; Collegiality: Toward a Clarification of Meaning and Function, by James Bess; and On the Nature of Institutional Research and the Knowledge and Skills It Requires, by Patrick Terenzini. Although the author draws from experience at one research university, the conclusions may prove useful to those who plan for the future of other higher education institutions.     

A Typology of Student Engagement for American Colleges and Universities

The Carnegie classification system has served as a framework for research on colleges and universities for more than 30 years. Today, the systems developers are exploring criteria that more effectively differentiate among institutions. One approach being considered is classifying institutions based on students educational experiences. This study explored whether it is possible to create a typology of institutions based on students experiences. Results indicated that such a typology could be created, and the types were somewhat independent of institutional mission (i.e., Carnegie classification)Paper presented at the annual meeting of the Association for Institutional Research, Boston, MA (May 2004)     

Consciously Thinking About Consciousness

Merker hypothesized that because mobile creatures move around and must constantly readjust their map of the world and because the demands are so great for continually processing information for a map of the world, evolution has created a space in the brain where such preprocessing has been eliminated. This space he calls consciousness with the preprocessing in the unconscious. Using Merker's view, this paper explores the process of changing paradigms, giving advice and the implications for learning.     

Working Towards Building Cultures of Peace: A Primer for Students and New Professionals

As the counseling profession moves into the 21st century, counselors and psychologists are increasingly expanding their roles in the reduction of violence across settings. For students and new professionals, this new horizon of needs and opportunities can create some role confusion as traditional direct service functions of individual and group therapy are evolving into indirect services that focus on broader interventions to help create peace. This article seeks to contribute a foundational guide for readers interested in peace psychology. The article provides a brief overview of the peace psychology movement, current trends, and informational sources. It reflects on factors that influence the decision to get involved and provides possible ways to participate in social action, as well as citing a personal example of how one student got involved in building cultures of peace within an international setting.     

The impetus theory: Between history of physics and science education

Through a physical, historical and epistemological analysis it is shown how much is wrong with the idea that relates impetus theory to a non-grown-up physical and epistemological conception. Indeed, it yields that impetus theory of Buridan and Oresme can be formalised and can furnish us a natural, non-violent interpretation of (classical) mechanics as well as a more general, physical hermeneutics of the world. Then, the possible relevance of impetus theory for science education is strongly pointed out.     

The effects on teaching of changes in relative rewards for research and teaching

To the degree that faculty members take into account the relative financial rewards for teaching and research in deciding on the allocation of available time between these two areas, a modification of the reward structure may be expected to produce changes in the amount of time devoted to each. The purpose of this article is to examine with the help of some basic graphic tools of economics the possible results on the quantity of teaching and the quantity of research that may follow from a modification of the reward structure. The possible results are analyzed in terms of displacement, salary, and work effects of the modification.     

Five years of strategic environmental assessment efforts at a research university: A case study of an organizational innovation

This study examined the emergence and subsequent five-year history of environmental scanning at a large research university. Proponents of strategic approaches to management in organizations usually recommend environmental scanning as a necessary support for effective decision making. The technique seeks to build systematic understanding of the external environment of the organization, via ongoing reconnaissance of relevant developments in technology, the economy, the political and legal arenas, and the larger society. Scanning's fit with educational organizations may be problematic, however. Over time, scanning efforts on the campus studied here became less theory-based and less centralized, and scanning failed to become an institutionalized innovation. The difficulties in institutionalizing scanning are traced to six factors: limitations posed by organizational structure, an absence of powerful champions, constraints from the organizational culture, the existence of a policy vacuum surrounding scanning efforts, the daunting demands of such efforts themselves, and questionable articulation with the fundamental goals and mission of the institution. The analysis suggests that the generic scanning model seems unlikely to win acceptance in research universities without substantial modification.His research and his teaching focus upon organization and policy in higher education. Among his current research projects are an investigation of the changing demography of the professoriate and a study of the effects of the ongoing centralization of higher-education governance at the state level in the U.S. His Ph.D. is from Stanford University.His primary focus is assisting academic disciplines and institutions in developing ecologically sensitive curricula and sustainable practices.He received his Ph.D. from the University of Michigan.