higher education: disciplinary perspectives
DESCRIPTION
This lecture was a continuation of discipline perspectives focusing on analytical dimensions. The second part of the lecture includes a group debate tuition fees and funding of higher education.TRANSCRIPT
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Higher Education :disciplinary perspectives
MPhil/HEEM Master Programme in Higher EducationIntroductory semester, lecture 5Peter MaassenOslo, 3 September 2007
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Various analytic dimensions
1. Governance2. Structure3. Funding4. Access/selection/participation5. Policy issues6. Globalization
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Governance
Central planning Self-regulation
Belarus USAChina
Other countries
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Structure
Integrated Binary Segmented Diversified
Australia PortugalUK Neth. France USA
Norway
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Public Funding
Basic component: yes/no How large?
Teaching part: input?/performance: graduates, credits? Disciplinary differences/weights?
Research part: traditions?, performance?, doctoral component?Excellent research?, Open or closed competition?
Other parts: specific expenses; earmarked policy-related funds?
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Institutional Funding
Public funding:Basic grantsCompetitive Grants
Private funding:Tuition feesContractsEndowmentsDonations
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Access/student selection
Institution Government central
USA NetherlandsCanada
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Policy issues
1. Costs2. Quality3. Internationalisation4. Access related issues5. ICT6. Degree structure7. Institutional autonomy8. System growth9. Public interest
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Globalization?
Trade in higher education (WTO/GATS)Student competitionInstitutional competitionKnowledge society
Supra-national or global?
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Disciplinary perspectives
Higher education studies not a self-standing discipline,but an applied field
Higher education has been studied from more than 40 different disciplinary perspectives
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Example: sociology
Burton Clark: higher education system (1983)
• What is the main organisational ‘building block’ of HE• What is the main professional orientation in HE• Innovative/change capacity of HE• Change/diversity versus integration• Authority distribution: Administratively/Academically
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Clark’s (sociological) position (1983)
• Knowledge is main building block• HEIs are mono-professional organisations
(academic profession)• Incremental innovations and changes:
HEIs are fragmented• Especially universities are traditionally run by academics• Authority distribution
Administration: centrallyAcademia: decentrally
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Main developments of relevance since 1983
• Global/international dimension• ICT• Professionalisation of institutional leadership and administration/management• Growth of knowledge• Economization/marketization of HE/HE policies (innovation)
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The end