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Rethinking the Public-Private Mix in Higher Education

Author: Pedro Teixeira

Publisher: Springer

Published: 2017-04-13

Total Pages: 14

ISBN-13: 9463009116

In recent decades, we have seen the emergence of private higher education as a global reality. Although there are specific reasons for its appearance in each system, there is also a significant degree of commonality in the context and purposes surrounding the rise of private higher education as an important factor in many systems. The analysis of private higher education has tended to be focused at the national level, often highlighting national peculiarities and variations. In this volume the authors move forward by proposing a unifying and coherent, but flexible, theoretical framework that may be applied in different countries and diverse systems. Hence, the overall goal of this book is to provide a framework for a better understanding of the public-private mix of higher education and a set of policy guidelines in dealing with the expansion of private higher education from a comparative perspective. This analytical framework will be applied to four case-studies (Pakistan, Portugal, South Korea and Uruguay). These cases illustrate the diversity of contexts in the development of private higher education, though they also highlight important commonalities. Based on that analysis, we present some general recommendations to build a more effective policy-framework that takes advantage of the private sector in order to fulfill better the missions of the higher education system.

Rethinking Teaching in Higher Education

Author: Alenoush Saroyan

Publisher: Taylor & Francis

Published: 2023-07-03

Total Pages: 174

ISBN-13: 1000978036

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This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.The book centers on McGill University’s week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop–covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching–in a way that reflects the spontaneity of the debates it has engendered and the workshop’s evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching.The final two chapters describe the structure and evolving role of McGill’s Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development.This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.

The Abandoned Generation

Author: William H. Willimon

Publisher: Wm. B. Eerdmans Publishing

Published: 1995

Total Pages: 182

ISBN-13: 0802841198

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The two Duke University educators assess the current state of American higher education and provide a strategy for change.

Rethinking Higher Education

Author: George Fallis

Publisher: McGill-Queen's Press - MQUP

Published: 2013

Total Pages: 319

ISBN-13: 1553393333

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The basic structure of universities and colleges in Ontario - one focused primarily on expansion and greater access and put in place in the 1960s - is outdated. The system is now large enough, the eligible age group for entering post-secondary studies is shrinking, and participation rates are as high as they are likely to go. In Rethinking Higher Education, George Fallis argues that policy-makers should shift their attention away from growth and towards improving and diversifying the range of programs available and creating new means of program delivery. He calls for increases in honours undergraduate programs and polytechnic education and envisions a group of research-intensive universities responsible for doctoral education. The existing design, Fallis contends, neglects the specific needs of graduate education and research, layering it on top of a system designed for undergraduate education. In addition, there is disconnection between Ontario's Ministry of Training, Colleges, and Universities and the research missions of the universities and colleges themselves. Fallis recommends that Ontario establish a system for documenting and assessing the quality of research published at universities. Thought-provoking and thoroughly argued, Rethinking Higher Education provides a detailed design for higher education in the twenty-first century.

Rethinking Higher Education and the Crisis of Legitimation in Europe

Author: Ourania Filippakou

Publisher: Taylor & Francis

Published: 2022-08-29

Total Pages: 126

ISBN-13: 1000607046

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Building on Ourania Filippakou’s previous work on higher education in the fields of governance, neoliberalism, university entrepreneurialism and marketization, institutional and social stratification, Rethinking Higher Education and the Crisis of Legitimation in Europe contributes to the debate on higher education from a critical policy perspective. Introducing new ideas on the relationships between the alleged pursuit of excellence in higher education and the ways in which both deploys and reflects how power is wielded in Europe and other neoliberal capitalist societies. The term "legitimation" is here coined to emphasize how new coercive strategies, political decisions, and management styles have emerged in the age of excellence in higher education. The book concludes with a more personal reflection on the neutrality of higher education and its illusory promises.

Rethinking College Student Retention

Author: John M. Braxton

Publisher: John Wiley & Sons

Published: 2013-10-21

Total Pages: 166

ISBN-13: 1118415663

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Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.

Rethinking Diversity Frameworks in Higher Education

Author: Edna B. Chun

Publisher: Routledge

Published: 2019-07-12

Total Pages: 229

ISBN-13: 1000024660

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With the goal of building more inclusive working, learning, and living environments in higher education, this book seeks to reframe understandings of forms of everyday exclusion that affect members of nondominant groups on predominantly white college campuses. The book contextualizes the need for a more robust analysis of persistent patterns of campus inequality by addressing key trends that have reshaped the landscape for diversity, including rapid demographic change, reduced public spending on higher education, and a polarized political climate. Specifically, it offers a critique of contemporary analytical ideas such as micro-aggressions and implicit and unconscious bias and underscores the impact of consequential discriminatory events (or macro-aggressions) and racial and gender-based inequalities (macro-inequities) on members of nondominant groups. The authors draw extensively upon interview studies and qualitative research findings to illustrate the reproduction of social inequality through behavioral and process-based outcomes in the higher education environment. They identify a more powerful systemic framework and conceptual vocabulary that can be used for meaningful change. In addition, the book highlights coping and resistance strategies that have regularly enabled members of nondominant groups to address, deflect, and counteract everyday forms of exclusion. The book offers concrete approaches, concepts, and tools that will enable higher education leaders to identify, address, and counteract persistent structural and behavioral barriers to inclusion. As such, it shares a series of practical recommendations that will assist presidents, provosts, executive officers, boards of trustees, faculty, administrators, diversity officers, human resource leaders, diversity taskforces, and researchers as they seek to implement comprehensive strategies that result in sustained diversity change.

Completing College

Author: Vincent Tinto

Publisher: University of Chicago Press

Published: 2012-04-15

Total Pages: 240

ISBN-13: 0226804526

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Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

We’re Losing Our Minds

Author: R. Keeling

Publisher: Springer

Published: 2011-12-19

Total Pages: 180

ISBN-13: 1137001763

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America is being held back by the quality and quantity of learning in college. Many graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. The only solution - making learning the highest priority in college - demands fundamental change throughout higher education.