Abstract: Maps the progress with the introduction of quality (academic) audit and quality assessm... more Abstract: Maps the progress with the introduction of quality (academic) audit and quality assessment in higher education in the UK and discusses issues that have emerged. A future scenario is suggested that would simplify the structures and give greater responsibility for ...
At the beginning of the 14th SH century, the Iranian university was a small, utilitarian, masculi... more At the beginning of the 14th SH century, the Iranian university was a small, utilitarian, masculine, and state-dependent institution with less than one thousand students. At the end of the SH century, the university has grown to be an important institution in terms of size and geographical spread, with over 3.2 million students (48.5% of whom are women). Nevertheless, despite this remarkable quantitative growth, higher education in Iran has failed to achieve autonomy and academic freedom. This article investigates the reasons for this historical failure and the role of governments in violating university autonomy and academic freedom. The first section of the article highlights the significance and meaning of autonomy and academic freedom in the university’s and society’s scientific activities. Other sections examine the relationship between the university and the state, and the role of the institution from the turn of the SH century to the period following the Cultural Revolution and the Islamization of higher education.
Cette communication rend compte de l'analyse critique d'une demarche evaluative des dispo... more Cette communication rend compte de l'analyse critique d'une demarche evaluative des dispositifs pedagogiques mis en place a l'universite de Poitiers (UP) dans le cadre d'un projet institutionnel (IDEFI PaRe) visant a ameliorer l'apprentissage et la reussite des etudiants. L'evaluation formative et regulatrice souhaitee par le comite de pilotage du projet dans une optique de perennisation des transformations engagee a reuni les acteurs engages dans les dispositifs et deux evaluateurs externes. L'ambition de cette demarche evaluative est d'apporter une aide aux personnes impliquees en les outillant pour mieux evaluer les actions qu'ils conduisent. La co-evaluation a ete organisee autour de trois phases. La premiere phase s'appuie sur un travail d'enquete aupres des porteurs de 6 dispositifs pedagogiques retenus realise sur la base d'entretiens semi-directifs centres sur les objectifs, le fonctionnement et les resultats du point de vue des acteurs. Les informations collectees ont fait l'objet de traitements thematiques permettant de mettre a jour les effets attendus/inattendu produits par les actions engagees, l'accomplissement des objectifs, l'adequation entre les objectifs, l'organisation et les resultats. La deuxieme phase s'est inscrite dans le cadre d'un dialogue critique et ouvert avec les porteurs de projets, realise sur la base d'un rapport d'etape envoye aux acteurs et structure par une serie de questionnements pour apprehender l'adequation objectifs / organisation, l'adequation objectifs / resultats, l'adequation de l'evaluation et la pertinence des objectifs initiaux. La troisieme phase s'est interessee a la formation a l'evaluation des acteurs de l'UP afin de developper un savoir evaluer et un referentiel a l'interieur de chaque dispositif. Il s'agit d'integrer l'evaluation formative comme composante organique du dispositif education au service d'une reflexivite continue sur l'action en cours et du developpement professionnel des personnes impliquees dans la transformation pedagogique de l'universite.
Recherches sociologiques et anthropologiques, Dec 31, 2011
Le texte se propose d’examiner la qualite de l’apprentissage des etudiants a l’universite comme u... more Le texte se propose d’examiner la qualite de l’apprentissage des etudiants a l’universite comme une dimension de leur performance academique. Une enquete realisee aupres de 115 etudiants inscrits en sciences humaines et sociales et en lettres de cinq universites de la region parisienne entre 2005 et 2008 s’est interessee a leur point de vue relatif a leur carriere d’apprenant et au sens donne au fait d’aller a l’universite et d’y apprendre. Deux outils ont ete mobilises par cette enquete : les entretiens et le suivi longitudinal d’un groupe d’etudiants pendant deux a trois ans. Les donnees de cette enquete permettent d’identifier quatre perspectives d’apprentissage (comprehensive, performante, minimaliste et desimpliquante) representant les variations de la relation a l’apprendre dans le contexte universitaire en France. Se focalisant sur la socialisation et l’affiliation intellectuelle des etudiants a l’universite, l’enquete tente egalement d’examiner l’impact des facteurs biographiques, sociaux et contextuels sur leur devenir universitaire dans une perspective sociologique.
HAL (Le Centre pour la Communication Scientifique Directe), 2016
HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific re... more HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Articulation et collaboration entre les équipes pédagogiques et les services de documentation au coeur de la transformation pédagogique de l'enseignement supérieur
Numerous research works in Iran and abroad address the issue of social movements in the 14th SH c... more Numerous research works in Iran and abroad address the issue of social movements in the 14th SH century. However, it is uncommon to come across writings that examine the relationship between social movements and intellectuals. The issue is about the type of participation, place, and role of intellectuals in the century’s major social movements. A number of social science studies have also examined the influence of intellectual discourse on social movements in various countries. Examples of such analyses include examinations of the French Revolution and the impact of the opinions and writings of Rousseau, Voltaire, and other prominent Enlightenment authors on this historical event. Another illustration is the influence of Marx, Engels, Lenin, Trotsky, and other intellectuals on the Russian October Revolution. The same question might be asked regarding the Chinese revolution and Mao Zedong’s involvement, or the Cuban revolution and Castro or Che Guevara’s participation. Erst in the la...
Private higher education institutions, once a trivial fragment of the higher education landscape,... more Private higher education institutions, once a trivial fragment of the higher education landscape, have today occupied a substantial share of the market and have recognized themselves as legitimate and viable stakeholders in the post secondary education. The private higher education across nations is not homogeneous. There are institutions for profit and non-profit with differentiated size and pattern. The chronological growth story of private institutions vary across nations. The role and degree of the historical factors, policies, State and market differs across nation-states. This book ‘Private Higher Education Across Nations’ provides an original and broad look at private higher education across thirteen countries written by many of the leading experts in higher education who share their inquiry of contemporary developments in private higher education and the implications they see for present and future strategy. It contributes to comparative private higher education literature t...
HAL (Le Centre pour la Communication Scientifique Directe), 2014
ABSTRACT The book 'Higher Education Across Nations' provides an original and broa... more ABSTRACT The book 'Higher Education Across Nations' provides an original and broad look at higher system across twelve countries. It contributes to comparative higher education literature through its chapters on Canada, Argentina, Brazil, Meghreb region, Greece, France, Germany, Japan, China, Bangladesh and South Africa.
Revue française de sciences sociales 103 | juillet-septembre 2008 Fuite ou mobilité des cerveaux ... more Revue française de sciences sociales 103 | juillet-septembre 2008 Fuite ou mobilité des cerveaux ? Le non-retour des étudiants étrangers : au-delà de la « fuite des cerveaux » Non-return of foreign students: beyond the "brain drain" Definitive Abwanderung ausländischer Studenten El no retorno de los estudiantes extranjeros : más allá de la « fuga de cerebros »
Abstract: Maps the progress with the introduction of quality (academic) audit and quality assessm... more Abstract: Maps the progress with the introduction of quality (academic) audit and quality assessment in higher education in the UK and discusses issues that have emerged. A future scenario is suggested that would simplify the structures and give greater responsibility for ...
At the beginning of the 14th SH century, the Iranian university was a small, utilitarian, masculi... more At the beginning of the 14th SH century, the Iranian university was a small, utilitarian, masculine, and state-dependent institution with less than one thousand students. At the end of the SH century, the university has grown to be an important institution in terms of size and geographical spread, with over 3.2 million students (48.5% of whom are women). Nevertheless, despite this remarkable quantitative growth, higher education in Iran has failed to achieve autonomy and academic freedom. This article investigates the reasons for this historical failure and the role of governments in violating university autonomy and academic freedom. The first section of the article highlights the significance and meaning of autonomy and academic freedom in the university’s and society’s scientific activities. Other sections examine the relationship between the university and the state, and the role of the institution from the turn of the SH century to the period following the Cultural Revolution and the Islamization of higher education.
Cette communication rend compte de l'analyse critique d'une demarche evaluative des dispo... more Cette communication rend compte de l'analyse critique d'une demarche evaluative des dispositifs pedagogiques mis en place a l'universite de Poitiers (UP) dans le cadre d'un projet institutionnel (IDEFI PaRe) visant a ameliorer l'apprentissage et la reussite des etudiants. L'evaluation formative et regulatrice souhaitee par le comite de pilotage du projet dans une optique de perennisation des transformations engagee a reuni les acteurs engages dans les dispositifs et deux evaluateurs externes. L'ambition de cette demarche evaluative est d'apporter une aide aux personnes impliquees en les outillant pour mieux evaluer les actions qu'ils conduisent. La co-evaluation a ete organisee autour de trois phases. La premiere phase s'appuie sur un travail d'enquete aupres des porteurs de 6 dispositifs pedagogiques retenus realise sur la base d'entretiens semi-directifs centres sur les objectifs, le fonctionnement et les resultats du point de vue des acteurs. Les informations collectees ont fait l'objet de traitements thematiques permettant de mettre a jour les effets attendus/inattendu produits par les actions engagees, l'accomplissement des objectifs, l'adequation entre les objectifs, l'organisation et les resultats. La deuxieme phase s'est inscrite dans le cadre d'un dialogue critique et ouvert avec les porteurs de projets, realise sur la base d'un rapport d'etape envoye aux acteurs et structure par une serie de questionnements pour apprehender l'adequation objectifs / organisation, l'adequation objectifs / resultats, l'adequation de l'evaluation et la pertinence des objectifs initiaux. La troisieme phase s'est interessee a la formation a l'evaluation des acteurs de l'UP afin de developper un savoir evaluer et un referentiel a l'interieur de chaque dispositif. Il s'agit d'integrer l'evaluation formative comme composante organique du dispositif education au service d'une reflexivite continue sur l'action en cours et du developpement professionnel des personnes impliquees dans la transformation pedagogique de l'universite.
Recherches sociologiques et anthropologiques, Dec 31, 2011
Le texte se propose d’examiner la qualite de l’apprentissage des etudiants a l’universite comme u... more Le texte se propose d’examiner la qualite de l’apprentissage des etudiants a l’universite comme une dimension de leur performance academique. Une enquete realisee aupres de 115 etudiants inscrits en sciences humaines et sociales et en lettres de cinq universites de la region parisienne entre 2005 et 2008 s’est interessee a leur point de vue relatif a leur carriere d’apprenant et au sens donne au fait d’aller a l’universite et d’y apprendre. Deux outils ont ete mobilises par cette enquete : les entretiens et le suivi longitudinal d’un groupe d’etudiants pendant deux a trois ans. Les donnees de cette enquete permettent d’identifier quatre perspectives d’apprentissage (comprehensive, performante, minimaliste et desimpliquante) representant les variations de la relation a l’apprendre dans le contexte universitaire en France. Se focalisant sur la socialisation et l’affiliation intellectuelle des etudiants a l’universite, l’enquete tente egalement d’examiner l’impact des facteurs biographiques, sociaux et contextuels sur leur devenir universitaire dans une perspective sociologique.
HAL (Le Centre pour la Communication Scientifique Directe), 2016
HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific re... more HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Articulation et collaboration entre les équipes pédagogiques et les services de documentation au coeur de la transformation pédagogique de l'enseignement supérieur
Numerous research works in Iran and abroad address the issue of social movements in the 14th SH c... more Numerous research works in Iran and abroad address the issue of social movements in the 14th SH century. However, it is uncommon to come across writings that examine the relationship between social movements and intellectuals. The issue is about the type of participation, place, and role of intellectuals in the century’s major social movements. A number of social science studies have also examined the influence of intellectual discourse on social movements in various countries. Examples of such analyses include examinations of the French Revolution and the impact of the opinions and writings of Rousseau, Voltaire, and other prominent Enlightenment authors on this historical event. Another illustration is the influence of Marx, Engels, Lenin, Trotsky, and other intellectuals on the Russian October Revolution. The same question might be asked regarding the Chinese revolution and Mao Zedong’s involvement, or the Cuban revolution and Castro or Che Guevara’s participation. Erst in the la...
Private higher education institutions, once a trivial fragment of the higher education landscape,... more Private higher education institutions, once a trivial fragment of the higher education landscape, have today occupied a substantial share of the market and have recognized themselves as legitimate and viable stakeholders in the post secondary education. The private higher education across nations is not homogeneous. There are institutions for profit and non-profit with differentiated size and pattern. The chronological growth story of private institutions vary across nations. The role and degree of the historical factors, policies, State and market differs across nation-states. This book ‘Private Higher Education Across Nations’ provides an original and broad look at private higher education across thirteen countries written by many of the leading experts in higher education who share their inquiry of contemporary developments in private higher education and the implications they see for present and future strategy. It contributes to comparative private higher education literature t...
HAL (Le Centre pour la Communication Scientifique Directe), 2014
ABSTRACT The book 'Higher Education Across Nations' provides an original and broa... more ABSTRACT The book 'Higher Education Across Nations' provides an original and broad look at higher system across twelve countries. It contributes to comparative higher education literature through its chapters on Canada, Argentina, Brazil, Meghreb region, Greece, France, Germany, Japan, China, Bangladesh and South Africa.
Revue française de sciences sociales 103 | juillet-septembre 2008 Fuite ou mobilité des cerveaux ... more Revue française de sciences sociales 103 | juillet-septembre 2008 Fuite ou mobilité des cerveaux ? Le non-retour des étudiants étrangers : au-delà de la « fuite des cerveaux » Non-return of foreign students: beyond the "brain drain" Definitive Abwanderung ausländischer Studenten El no retorno de los estudiantes extranjeros : más allá de la « fuga de cerebros »
Dès 1945, Plusieurs Pays anglo-saxons, mais aussi le Québec, facilitent l'entrée à l'université d... more Dès 1945, Plusieurs Pays anglo-saxons, mais aussi le Québec, facilitent l'entrée à l'université d'étudiants adultes en reconnaissant et en validant les acquis personnels, professionnels et les formations diverses suivies au cours de la vie. En France, cette ouverture est rendue possible depuis 1985. Mais l'application de ce décret est encore dépendante de l'ouverture de chaque formation... Certaines accueillent ce nouveau public, d'autres à peine. Ces nouvelles populations introduisent des changements fondamentaux dans les pratiques de formation par un rapprochement de l'offre et de la demande, les formations initiales ou continues, mais aussi par de nouvelles perspectives en matière d'apprentissage puisque ces étudiants atypiques poilent en eux le rejet de certaines pratiques normatives, linéaires et instituées de la formation. Cet ouvrage fait le point sur l'état actuel des dispositifs de validation des acquis, leurs enjeux socio-économiques et éducatifs, la redéfinition du système d'enseignement qu'ils impliquent. Il présente un ensemble d'outils et d'instruments théoriques et méthodologiques qui intéressera toute personne confrontée à la question des acquis et plus globalement à la reprise d'études et la formation en cours de vie.
Access, participation and exclusion from higher education for marginalized and disadvan¬taged sec... more Access, participation and exclusion from higher education for marginalized and disadvan¬taged sections of the population are an intricate socio-political as well as economic practice that has manifold explanations and outcomes. During the last three decades, the higher education has experienced expansion in both enrolments and institutions. The approaches and means of delivery have changed besides the diversification in provision. The role of the state and mar¬ket has also reformed. This characteristic has also altered the nature of equity in higher edu¬cation across the globe. The chapters of this book on different countries of Asia, Europe and Latin America examine access and describe the several spaces where cohorts of relevant age group are included, excluded, or are at threat of exclusion in higher education. The chapters also narrate the state of affairs in which despite numerous alike structure in the experience and outcomes of social exclusion across disenfranchised groups and regions, how some critical differences have led to different paths of struggles and policy formation to attain the objective of equity in higher education.
Higher education across natinal has been frnting histrionic changes as witnessed particularly dur... more Higher education across natinal has been frnting histrionic changes as witnessed particularly during last three recent decades. The higher education has experienced expansion in both enrollments in provision. The role of the State and market has also altered. The funding mechanism has also changed and institutions are under pressure to explore diversified sources of revenue and reduce the dependence on state funding. The effects of these deviations and challenges on governance are varied.
The chapters in this book discourses how the higher education is governed in a particular region and setup. It debates in what way and how the governance of higher education is influenced by the legislative framework, the features of the institutions, funding mechanism, the varied stakeholders and their further autonomy as well as accountability.
The book provides an original and broad look at higher education governance across 11 countries, contributing to comparative higher education governance literature on Canada, Greece, Spain, Argentina, Mexico, France, Poland, Japan, India, Vietnam and Malaysia.
Que signifie apprendre à l’université ? Comment doit-on y apprendre et pourquoi le faire ? Pourqu... more Que signifie apprendre à l’université ? Comment doit-on y apprendre et pourquoi le faire ? Pourquoi tant d’étudiants échouent-ils à apprendre à l’université ? Cet ouvrage rend compte des résultats d’une enquête qualitative sur les relations différenciées à l’acte d’apprendre des étudiants à l’université, en mobilisant pour cette analyse un nombre important de recherches internationales et françaises. Le propos est pensé à la confluence de trois registres. L’auteur envisage d’abord la place centrale de la question du sens dans la relation à l’apprendre chez les étudiants. Le second registre est relatif au fait de concevoir l’acte d’apprendre en tant qu’acte situé dans un contexte pédagogique et au sein d’une matrice disciplinaire qui exercent une influence indéniable dans la mobilisation intellectuelle des étudiants. Enfin, le troisième registre prend en compte la qualité de leur apprentissage. Cette distinction s’explique par les spécificités et les enjeux de l’apprentissage universitaire, qui doit préparer les étudiants à confronter les défis d’un monde en mutation permanente. C’est dans l’optique d’une sociologie de l’éducation que l’auteur se propose d’analyser l’expérience universitaire des jeunes et leur engagement vis-à-vis de l’acte d’apprendre. Il a cherché à saisir de l’intérieur le point de vue de l’étudiant, en réalisant des entretiens dans cinq universités françaises. Un portait bouleversant du monde étudiant qui est tout sauf homogène
Private higher education institutions, once a trivial fragment of the higher education landscape,... more Private higher education institutions, once a trivial fragment of the higher education landscape, have today occupied a substantial share of the market and have recognized themselves as legitimate and viable stakeholders in the post secondary education. The private higher education across nations is not homogeneous. There are institutions for profit and non-profit with differentiated size and pattern. The chronological growth story of private institutions vary across nations. The role and degree of the historical factors, policies, State and market differs across nation-states. This book ‘Private Higher Education Across Nations’ provides an original and broad look at private higher education across thirteen countries written by many of the leading experts in higher education who share their inquiry of contemporary developments in private higher education and the implications they see for present and future strategy. It contributes to comparative private higher education literature through its chapters on Canada, Argentina, Poland, Greece, Brazil, France, Colombia, Japan, China, India, Mexico, Malaysia and Pakistan. The country chapters focuses on history of higher education (private and public), structure of higher education, current status of higher education, factors responsible for private sector growth, forms and types of private higher education, status of private higher education, and role of the State (in terms of control, regulation and governance). The book addresses the allusions of the private sector development across the nations, with regard to its responsiveness to quality, financing, access, and equity. It will be a valuable information base for research scholars, policy makers, administrators, faculty and students’ intent on comprehending the extensive scope of factors that are currently modeling and altering private higher education landscape.
La mobilité internationale des étudiants est devenue une dimension importante du développement de... more La mobilité internationale des étudiants est devenue une dimension importante du développement de l'enseignement supérieur à travers le monde. En 2005-2006, les étudiants étrangers représentaient près de 15% de la population étudiante des universités françaises. Pour mieux connaître les spécificités des étudiants en mobilité, une équipe du CRES (Centre de recherche sur l'enseignement supérieur) a réalisé, pour le compte de l'Observatoire national de la vie étudiante, une enquête par questionnaire auprès d'un échantillon représentatif de 1715 étudiants inscrits dans dix établissements universitaires en 2005. Cette enquête s'est intéressée aux différentes thématiques du séjour d'études des jeunes étrangers : les projets et les motivations, les déroulements du parcours universitaire, la pratique de la langue française, les conditions de vie et d'études ainsi que l'expérience sociale. La sociologie de l'étudiant en France a relativement peu distingué, dans ses travaux, les étudiants étrangers et leurs spécificités par rapport aux nationaux. Les résultats de cette enquête et sa perspective comparée contribuent à une connaissance plus fine et à une meilleure compréhension du monde étudiant.
This book “Higher Education Across Nations” is result of our interaction in Paris when Professor ... more This book “Higher Education Across Nations” is result of our interaction in Paris when Professor Kishor Joshi visited University of Paris 8 as a visiting professor. We had several deliberations on the different types of higher education system existing across the globe. Subsequently, we decided to come up with an edited volume focusing on selected countries. We requested the identified authors to contribute a chapter for the said book. The authors responded well and carried out the task of manuscript submission in time frame. This book entitled “Higher Education Across Nations” provides a comparative higher education system literature covering twelve countries. In context of these countries, the book focuses on history of higher education, the structure of higher education, current status of higher education in terms of enrolment, institutions etc. Besides these issues, the chapters also discuss equity, quality assurance, financing and governance issues. The countries covered in the chapters of this book are Canada, Argentina, Brazil, Maghreb region (Tunisia, Morocco and Algeria), Greece, France, Germany, Japan, China, India, Bangladesh and South Africa. It is widely recognised that higher education promotes social and economic development by enhancing human and technical capabilities of society. Technical change and institutional change are key components of development. Higher education plays an important role in facilitating these changes by incorporating all of the various demographics of the population. In contemporary lifelong-learning framework, higher education provides not only the high-level skills to address labor market demand but also the training essential for skilled manpower. The higher education expansion is a universal phenomenon in which there has been a great enhancement in the number of students. The trend is more tangible in developing nations. With rise in the primary and secondary education graduates, numerous aspire to keep on to acquire a degree. The real incomes in developing countries have also been rising, resulting in higher education within the reach of an increasing number of population segments. A comparative reading of the various national situations reveals several cross international trends. Higher education is expanding in domestic cases that have been studied in this book. Along with the quantitative development, the higher education has diversified. We are dealing with two different realities across the countries: the first concerns the end of massification of higher education in developed countries and the existence of a quantitative stability of students enrolled in higher education and academic staff. On other hand, we are witnessing amplification of the democratization of higher education in developing countries. The countries that have already gone through the phase of demographic democratization, access to higher education in these countries have democratized during the years 1970-1990. However, quantitative accessibility does not mean access to knowledge and academic success. In other words, the problem is not only to enter the university, but to progressively sustain there. It is for this reason that students success is one of the major challenges of the university. The issue of social inequality in higher education remains another challenge for all the divergent systems. Globalization has developed a powerful impact on the development of higher education and imposes new challenges for the organization (standards, financing, regulations). Systems of higher education tend to detach from the national models and adopt a more "global" orientation. International rankings of universities also contribute to impose a set of transnational standards and values. Higher education has become increasingly cross-border through the mobility of students and researchers, international exchange programs and joint projects, different forms of partnership between universities. Higher education also contributes to foster globalization in the field of science, culture and training of skilled labor. The governance of the university is at the heart of various reforms implemented over the last two decades. In order to accommodate and adapt new social and economic realities within the university, the university is pushing more and more towards a kind of efficient and hierarchical governance. In the public higher education, the changing relationship between central and local authorities and the university is a crucial issue. The university is under pressure from policy makers for rationalization of the organization and to adopt a more efficient view of its operatio. This new trade-off sometimes conflict with the traditional values of the universities. The implementation of quality assurance is one of the latest and most decisive transformations of higher education. Different higher education systems are trying to develop evaluation tools (internal and external) to improve the quality of teaching and research. The quality assurance procedures that were often dependent on national administrative traditions have increasingly tended to converge and led to a set up of common tools and standards. Countries under a centralized system tend to impose a uniform and general model while decentralized systems give greater freedom to universities to set up their own quality assurance system. Despite the development of quality assurance procedures, the concept of quality raises many controversies when it is used to legitimize a particular vision of higher education. There is no international consensus on the goals of higher education and the models diverge in their tradition as well as in social and economic context. Higher education is a complex and multidimensional process and an evaluation cannot account for all its human, social and educational realities. Funding of higher education is causing a real divergence between countries. Three main models emerge from this comparison: countries with a clear dominance of the public sector with no/low tuition fees. The second model is a hybrid and is characterized by the coexistence of two major sectors (public and private). The tuition fees are relatively high in public university. The third model is characterized by the existence of a relatively strong private sector of higher education and the presence of a smaller public sector. These schemes which are based on academic traditions and historical trajectory of higher education are largely influenced by the social and economic model in each country. The presence of foreign students has become an important focus for the development of higher education. The number of foreign students in the world has increased four times since 1980s and international mobility in higher education is at the center of national policies. Developed and emerging countries are trying gradually to shift their policy vis-à-vis international students and researchers. Several countries are putting in efforts to attract as many of these students as the presence of international students is considered a crucial aspect of their scientific, academic and economic dynamics. However, the international development of higher education is not a new phenomenon for many countries that have experienced hosting international students a long tradition in their territory. Historically, universities in Europe and Asia had always claimed a cosmopolitan status as pluralistic institution, open to the world, the best place for promoting cultural and scientific contacts. With expansion of higher education, existing institutions have developed in size, converting themselves into big universities. The expansion has also brought in differentiated new providers in this higher education sector. Despite this expansion the public institutions have felt the financial crisis during last two decades. Different types of institutions both public and private have grown up offering a wide range of vocational and professional programmes parallel to the traditional universities. The modes of financing higher education have also changed over the period of time. Despite this enormous growth in higher education, the issue of equity and quality still remains unaddressed in many countries. We acknowledge the support and encouragement of contributors, who have written chapters on the country of their specialization. We also thank the reviewers of the chapters. We also thank the publisher for publishing the book within the time frame.
Après avoir accédé au pouvoir en 1979, les mouvements islamistes en Iran ont voulu faire de l’éco... more Après avoir accédé au pouvoir en 1979, les mouvements islamistes en Iran ont voulu faire de l’école une institution au service de leur projet politique et idéologique. Ainsi, près d’un siècle après la naissance du système éducatif moderne iranien, le pays a connu une expérience inédite de « dé-laïcisation » et d’« islamisation ». La mission la plus « sacrée » de cette école « islamisée » qui tente d’associer le temporel et le spirituel, est de former le nouvel homme musulman, un croyant vertueux, consciencieux et engagé au service de la nouvelle société islamique. Pour ce faire, les manuels et les programmes scolaires ont été largement révisés, les pratiques religieuses et la propagande politique sont devenues monnaie courante, la formation et le recrutement des enseignants font l’objet d’un contrôle draconien. L’école puritaine s’est rapidement transformée en un royaume d’interdits, une institution répressive, en particulier vis-à-vis des filles. Plus de vingt cinq ans après l’islamisation du système éducatif les dirigeants de la République islamique rejoignent les chercheurs et l’opinion publique pour avouer ouvertement l’échec de cette expérience singulière. C’est la jeunesse iranienne avec ses conduites rebelles qui a permis de révéler l’inefficacité du « clonage éducatif » recherché par la religion d’Etat. L’ironie de l’histoire est que les nouveaux acteurs sociaux qui revendiquent aujourd’hui une société ouverte et démocratique et une religion tolérante sont formés au sein de cette école endoctrinée et moraliste.
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The chapters in this book discourses how the higher education is governed in a particular region and setup. It debates in what way and how the governance of higher education is influenced by the legislative framework, the features of the institutions, funding mechanism, the varied stakeholders and their further autonomy as well as accountability.
The book provides an original and broad look at higher education governance across 11 countries, contributing to comparative higher education governance literature on Canada, Greece, Spain, Argentina, Mexico, France, Poland, Japan, India, Vietnam and Malaysia.
Cet ouvrage rend compte des résultats d’une enquête qualitative sur les relations différenciées à l’acte d’apprendre des étudiants à l’université, en mobilisant pour cette analyse un nombre important de recherches internationales et françaises.
Le propos est pensé à la confluence de trois registres. L’auteur envisage d’abord la place centrale de la question du sens dans la relation à l’apprendre chez les étudiants. Le second registre est relatif au fait de concevoir l’acte d’apprendre en tant qu’acte situé dans un contexte pédagogique et au sein d’une matrice disciplinaire qui exercent une influence indéniable dans la mobilisation intellectuelle des étudiants. Enfin, le troisième registre prend en compte la qualité de leur apprentissage. Cette distinction s’explique par les spécificités et les enjeux de l’apprentissage universitaire, qui doit préparer les étudiants à confronter les défis d’un monde en mutation permanente.
C’est dans l’optique d’une sociologie de l’éducation que l’auteur se propose d’analyser l’expérience universitaire des jeunes et leur engagement vis-à-vis de l’acte d’apprendre. Il a cherché à saisir de l’intérieur le point de vue de l’étudiant, en réalisant des entretiens dans cinq universités françaises. Un portait bouleversant du monde étudiant qui est tout sauf homogène
This book ‘Private Higher Education Across Nations’ provides an original and broad look at private higher education across thirteen countries written by many of the leading experts in higher education who share their inquiry of contemporary developments in private higher education and the implications they see for present and future strategy. It contributes to comparative private higher education literature through its chapters on Canada, Argentina, Poland, Greece, Brazil, France, Colombia, Japan, China, India, Mexico, Malaysia and Pakistan. The country chapters focuses on history of higher education (private and public), structure of higher education, current status of higher education, factors responsible for private sector growth, forms and types of private higher education, status of private higher education, and role of the State (in terms of control, regulation and governance).
The book addresses the allusions of the private sector development across the nations, with regard to its responsiveness to quality, financing, access, and equity. It will be a valuable information base for research scholars, policy makers, administrators, faculty and students’ intent on comprehending the extensive scope of factors that are currently modeling and altering private higher education landscape.
This book entitled “Higher Education Across Nations” provides a comparative higher education system literature covering twelve countries. In context of these countries, the book focuses on history of higher education, the structure of higher education, current status of higher education in terms of enrolment, institutions etc. Besides these issues, the chapters also discuss equity, quality assurance, financing and governance issues. The countries covered in the chapters of this book are Canada, Argentina, Brazil, Maghreb region (Tunisia, Morocco and Algeria), Greece, France, Germany, Japan, China, India, Bangladesh and South Africa.
It is widely recognised that higher education promotes social and economic development by enhancing human and technical capabilities of society. Technical change and institutional change are key components of development. Higher education plays an important role in facilitating these changes by incorporating all of the various demographics of the population. In contemporary lifelong-learning framework, higher education provides not only the high-level skills to address labor market demand but also the training essential for skilled manpower. The higher education expansion is a universal phenomenon in which there has been a great enhancement in the number of students. The trend is more tangible in developing nations. With rise in the primary and secondary education graduates, numerous aspire to keep on to acquire a degree. The real incomes in developing countries have also been rising, resulting in higher education within the reach of an increasing number of population segments.
A comparative reading of the various national situations reveals several cross international trends. Higher education is expanding in domestic cases that have been studied in this book. Along with the quantitative development, the higher education has diversified. We are dealing with two different realities across the countries: the first concerns the end of massification of higher education in developed countries and the existence of a quantitative stability of students enrolled in higher education and academic staff. On other hand, we are witnessing amplification of the democratization of higher education in developing countries. The countries that have already gone through the phase of demographic democratization, access to higher education in these countries have democratized during the years 1970-1990. However, quantitative accessibility does not mean access to knowledge and academic success. In other words, the problem is not only to enter the university, but to progressively sustain there. It is for this reason that students success is one of the major challenges of the university. The issue of social inequality in higher education remains another challenge for all the divergent systems.
Globalization has developed a powerful impact on the development of higher education and imposes new challenges for the organization (standards, financing, regulations). Systems of higher education tend to detach from the national models and adopt a more "global" orientation. International rankings of universities also contribute to impose a set of transnational standards and values. Higher education has become increasingly cross-border through the mobility of students and researchers, international exchange programs and joint projects, different forms of partnership between universities. Higher education also contributes to foster globalization in the field of science, culture and training of skilled labor.
The governance of the university is at the heart of various reforms implemented over the last two decades. In order to accommodate and adapt new social and economic realities within the university, the university is pushing more and more towards a kind of efficient and hierarchical governance. In the public higher education, the changing relationship between central and local authorities and the university is a crucial issue. The university is under pressure from policy makers for rationalization of the organization and to adopt a more efficient view of its operatio. This new trade-off sometimes conflict with the traditional values of the universities.
The implementation of quality assurance is one of the latest and most decisive transformations of higher education. Different higher education systems are trying to develop evaluation tools (internal and external) to improve the quality of teaching and research. The quality assurance procedures that were often dependent on national administrative traditions have increasingly tended to converge and led to a set up of common tools and standards. Countries under a centralized system tend to impose a uniform and general model while decentralized systems give greater freedom to universities to set up their own quality assurance system. Despite the development of quality assurance procedures, the concept of quality raises many controversies when it is used to legitimize a particular vision of higher education. There is no international consensus on the goals of higher education and the models diverge in their tradition as well as in social and economic context. Higher education is a complex and multidimensional process and an evaluation cannot account for all its human, social and educational realities.
Funding of higher education is causing a real divergence between countries. Three main models emerge from this comparison: countries with a clear dominance of the public sector with no/low tuition fees. The second model is a hybrid and is characterized by the coexistence of two major sectors (public and private). The tuition fees are relatively high in public university. The third model is characterized by the existence of a relatively strong private sector of higher education and the presence of a smaller public sector. These schemes which are based on academic traditions and historical trajectory of higher education are largely influenced by the social and economic model in each country.
The presence of foreign students has become an important focus for the development of higher education. The number of foreign students in the world has increased four times since 1980s and international mobility in higher education is at the center of national policies. Developed and emerging countries are trying gradually to shift their policy vis-à-vis international students and researchers. Several countries are putting in efforts to attract as many of these students as the presence of international students is considered a crucial aspect of their scientific, academic and economic dynamics. However, the international development of higher education is not a new phenomenon for many countries that have experienced hosting international students a long tradition in their territory. Historically, universities in Europe and Asia had always claimed a cosmopolitan status as pluralistic institution, open to the world, the best place for promoting cultural and scientific contacts.
With expansion of higher education, existing institutions have developed in size, converting themselves into big universities. The expansion has also brought in differentiated new providers in this higher education sector. Despite this expansion the public institutions have felt the financial crisis during last two decades. Different types of institutions both public and private have grown up offering a wide range of vocational and professional programmes parallel to the traditional universities. The modes of financing higher education have also changed over the period of time. Despite this enormous growth in higher education, the issue of equity and quality still remains unaddressed in many countries.
We acknowledge the support and encouragement of contributors, who have written chapters on the country of their specialization. We also thank the reviewers of the chapters. We also thank the publisher for publishing the book within the time frame.
K.M.Joshi Saeed Paivandi
Pour ce faire, les manuels et les programmes scolaires ont été largement révisés, les pratiques religieuses et la propagande politique sont devenues monnaie courante, la formation et le recrutement des enseignants font l’objet d’un contrôle draconien. L’école puritaine s’est rapidement transformée en un royaume d’interdits, une institution répressive, en particulier vis-à-vis des filles.
Plus de vingt cinq ans après l’islamisation du système éducatif les dirigeants de la République islamique rejoignent les chercheurs et l’opinion publique pour avouer ouvertement l’échec de cette expérience singulière. C’est la jeunesse iranienne avec ses conduites rebelles qui a permis de révéler l’inefficacité du « clonage éducatif » recherché par la religion d’Etat. L’ironie de l’histoire est que les nouveaux acteurs sociaux qui revendiquent aujourd’hui une société ouverte et démocratique et une religion tolérante sont formés au sein de cette école endoctrinée et moraliste.