Higher Education Policy and Objectives Based on Development Plans

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsTimothy C. CaboniTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.John M. BraxtonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Molly Black DeusterhausTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Meaghan E. MundyTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Shederick A. McClendonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Stephanie D. LeeTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.

This article drau's on the preparatory research. discussions and conclusions of a conference on1 Regional Cooperation and Mobility in Higher Education jointly organized in September 1997 in Iceland by the Council of Europe and the Nordic Council of Ministers. Regional cooperation is defined as cooperation between sub-national regions" (either across a common border or longer distance). or between such regions " and/or countries located within a relatively small geographical area of Europe. The article introduces a number of very, diverse cooperation schemes fitting these definitions. It examines the nature and purpose of inter-regional cooperation in higher education, its relationship with other types of international cooperation in higher education and its role within overall inter-regional cooperation. Kei determinants of the future development of inter-regional cooperation in higher education are identified and scenarios and recommendations for the future proposed. The article demonstrates that regional cooperation is a complement to, and in no

Unbundling is the process through which products previously sold together are separated into their constituent parts. In higher education, this dynamic has been driven primarily by financial motivations, and spearheaded by the for-profit sector, but also has pedagogical motivations through its emphasis on personalization and employability. This article presents a theoretical analysis of the trend, proposing new conceptual tools with which to map the normative implications. While appearing to offer the prospect of financial viability and increased relevance, unbundling presents some worrying signs for universities: frst, the removal of possible synergies between teaching and research, and between different modes of learning; second, the undermining of the ability of institutions to promote the public good and ensure equality of opportunity; and third, the threat of hyperporosity to the conducting of basic research with long-term benefits.
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\nA desagregação é o processo pelo qual os produtos anteriormente vendidos em conjunto são separados em suas partes constituintes. No ensino superior, esta dinâmica tem sido impulsionada principalmente por motivações financeiras e liderada pelo setor com fins lucrativos, mas também tem motivações pedagógicas através da ênfase na personalização e na empregabilidade. Este artigo apresenta uma análise teórica da tendência, propondo novas ferramentas conceituais para mapear as implicações normativas. Embora pareça oferecer perspectivas de viabilidade financeira e maior relevância, a desagregação apresenta alguns sinais preocupantes para as universidades: primeiro, a remoção de possíveis sinergias entre ensino e pesquisa, e entre diferentes modos de aprendizagem; em segundo lugar, o enfraquecimento da capacidade das instituições de promover o bem público e garantir a igualdade de oportunidades; e, em terceiro lugar, a ameaça de hiperporosidade na realização de pesquisas básicas com benefícios no longo prazo.

This chapter examines the perception of inclusiveness in Ukrainian higher education institutions, analyzing the culture, policies and practices that aim to create a more open and diverse educational environment. In the context of global efforts to promote sustainable development and achieve its goals, the article examines how inclusive higher education initiatives can respond to contemporary challenges by promoting equal access to quality education for all higher education seekers, including vulnerable groups. On the basis of a large-scale study, conducted among students of higher education of various specialties and levels of study (a total of 4,436 people) and employees of higher education institutions, including administrative, teaching and support staff (a total of 821 people), the authors identify key barriers and opportunities for improving inclusiveness in Ukrainian universities, through the prism of indicators "Inclusive culture in higher education", "Inclusive policy in higher education" and "Inclusive practices in higher education", emphasizing the importance of integrated approaches that contribute to quality education and ensure sustainable development of society. The authors offer recommendations for improving inclusive culture, policies, and practices, emphasizing the need for resource support and curriculum flexibility to meet diverse educational needs.

The purpose of this article is to compare the results of the implementation of regulatory legal acts related to state policy in higher education, adopted for the period of 2000-2020, with the developed priority areas in education. According to the reports on the results of the activities of the Ministry of Science and Higher Education of the Russian Federation for the same period, the priority areas in higher education and the results of legislative framework functioning for the period under study were analyzed. As a result, four stages of state policy in higher education were identified (such grouping is determined by the periods of validity of the considered regulatory legal acts), including documents that regulate the education system as a whole and are narrowly focused on higher education. It should be noted that the implementation of the fourth stage has not yet been completed due to the fact that the period of validity of regulatory legal acts ends in 2020; therefore, several scenarios of the course of events were made up. Based on this study, an approach was formed to assess the conformity of priority areas and the results of state policy in the field of higher education, which helped to identify “bottlenecks” in the control over the implementation of the defined priorities.

The introduction of competition in higher education is due to high rates of modern changes, which include the need for rapid and effective adaptation to the changing requirements of the labour market; to the compliance with the requirements of science and technology; to the digitalization of education; to the constant updating and development of human capital. The purpose of this research is to analyze the relationship between state policy in higher education and increase the competitiveness of the Ural Federal University. Methods of collecting empirical data (analysis of documents); method of secondary data analysis of sociological research on the problems of Russian higher education; analysis of educational statistics of higher education; data analysis monitoring the effectiveness of Russian universities, and reports of the results of performances of the Ural Federal University were used in this study. The results are: the sense of competition and competitiveness in higher education, namely the quality of education, learning technologies and teaching methods, which presents the spectra of science is identified; the necessity of the improvement of the material base and infrastructure of universities is explained; the directions of improving the competitiveness of Russian universities and the legal framework of the implementation of state policy in the higher education of the Russian Federation are found.

Taking China's higher education policy as the research object, this paper conducts a comprehensive and in-depth research on the historical evolution of China's higher education policy, current policy analysis, policy effect evaluation and challenges and countermeasures by using the historical analysis method, policy analysis method and effect evaluation method. The study found that China's higher education policy has experienced three stages of historical evolution before the reform and opening up, since the reform and opening up to the end of the 20th century, and from the beginning of the 21st century to the present, and the policies at each stage have had an important impact on the development of higher education. Currently, China's higher education policy has achieved remarkable results in terms of macro management, micro operation and characteristic development, but it still faces problems such as uneven distribution of educational resources and equity and opportunity in higher education. In response to these problems, this paper puts forward a series of countermeasure suggestions to optimise the higher education policy system and strengthen policy implementation and evaluation. In the future, China's higher education policy should focus on innovation and reform to promote the sustainable and healthy development of higher education.

We examine the impact of differences in state‐level higher education policies on location choices of undocumented immigrants in the U.S. using six years of available data over the period 2000 to 2012. The effect of greater access to higher education on the percentage of undocumented migrants residing in a state is positive, suggesting the existence of a “higher public education magnet” effect. Among states with favorable higher education policies, undocumented migrants prefer those states with larger networks, despite the likelihood of greater competition for admission to public institutions of higher education. However, undocumented migrants are reluctant to locate in states that have both large networks and unfavorable educational policies. This is possibly because the fear of attracting additional restrictive regulations dominates the positive cost‐saving effect of large networks.

This dissertation uses public finance theory and econometrics to examine the variation of expenditures on public higher education among states. The basic theory of public goods and externalities combined with comparative static analysis provides the theoretical framework to examine the effect of possible explanatory variables on optimal subsidy levels for public higher education. Two theoretical models are developed, a one sector model of the higher education market that treats private education as independent of the public market, and a two sector model that recognizes the interdependence of the public and private markets for higher education. Cross-sectional regression techniques are then used to determine the relative importance of differences in the explanatory variables on the optimal subsidy levels and to test the usefulness of separating the two higher education markets. One of the most significant findings is that states react to the vested interest they have in educating their citizens. Variables that influence future state government income are consistently significant in determining the optimal per-student public subsidy. This supports the argument that governments' behavior is affected by their equity interest in the educational investment of their citizens. Another significant finding is that state support of private higher education appears to decrease allocations to public higher education.

We examine the role of institutional knowledge brokers in bridging higher education research (HER) and higher education policy, focusing on a parliamentary advisory body in Israel. Using citation and topic analysis, supplemented by stakeholder interviews, we investigate the topics addressed, sources of evidence utilised and perceptions of different forms of evidence. Findings reveal the limited influence of HER on advisory outputs, with governmental sources dominating the evidence base. The marginal role of HER is linked to perceptions of its limited timeliness, theoretical focus and perceived ideological biases. We highlight the inherent tensions faced by institutional knowledge brokers operating in political contexts, where navigating the demands for neutrality and relevance often limits their ability to engage with contentious or systemic issues. This challenge is particularly acute in the contemporary context, where academic knowledge production itself has become increasingly contested and a focal point of public and political polarisation. This study underscores the persistent challenge of integrating HER into policy and emphasises the need for more effective strategies to enhance the impact of scholarly research on policymaking. While grounded in the situated context of Israel's parliamentary advisory system, our findings illuminate tensions in the research–policy interface that may resonate beyond this setting.

Since the 1980s, the Chilean Higher Education System has been characterized by continuous government policies for marketization (somewhat nuanced after the return to democracy in the 1990s) and a marked, unchallenged hierarchal relationship between vocational and academic qualifications and institutions. Vocational Education and Training (VET), in particular, has relied heavily on human capital theory as its conceptual foundation with a clear focus on preparing students to participate in the labour market by providing them with skills demanded by employers. However, during the 2014–2018 presidential cycle, major reforms were implemented by the government in both K-12 and post-secondary education, intending to establish a system based on quality, equality and free access to education. For VET, this meant the enactment of a series of public policies that attempted to shift its theoretical approach from human capital approach to a rights-based one, aiming to support both educational and labour trajectories of VET students. These efforts reached its tipping point in early 2018 with the enactment of a new Law on Higher Education which formally recognized Vocational Higher Education (Educación Superior Técnico-Profesional) as a distinct subsector of the higher education system, suggesting an epistemological differentiation from universities that contrasted the previous hierarchical distinctions. Hence, previous hierarchical differentiations in Chile’s higher education system (where VET is positioned in the lower stages of vertical structure) coexist with a more horizontal epistemological approach (which focuses on the distinction between VET’s applied knowledge and universities’ academic knowledge). This chapter discusses the implications of recent changes in Chilean educational policies for the relationship between Vocational Higher Education Institutions and universities. In doing so, it uses a theoretical background based on the distinction of different approaches to theoretical foundations of VET (human capital, rights-based education and human capabilities), VET identities (hierarchical, epistemological, teleological and pragmatic) and higher education systems typologies (vertical and horizontal). The analysis is based on a review of public policies for Vocational Higher Education in Chile, identifying major social and political phenomena affecting its development, including an analysis of the implications of various soft and hard laws enacted during the 2014–2018 presidential period and the paradoxes that appear at contrasting them with previous Higher Vocational Education policies (especially with those which are still in force). As a conclusion, it argues that major regulatory changes are needed to reinforce the shift from a hierarchical to an epistemological differentiation between the two sectors of Chilean higher education.

Educational policy enactment is a matter of policy translation. A Latourian sociomaterial perspective is proposed to challenge traditional policy implementation frameworks. We offer analytical tools to trace processes of policy translation in practice settings as entanglements of human agents, material actants and activities. The analytical strategy is deployed in the case of three Colombian higher education institutions working with ICT policies for teacher development. The cases show that agency is distributed among different entities constituting assemblages that enact policies in unexpected pathways. Equally, in all these cases routine activities or unobserved artifacts were key to trace such translations of policies. Our analysis and findings provide a critical review of hermeneutics of policies, one of the dimensions of Stephen Ball´s policy enactment theory. In doing so, a more nuanced understanding of policy enactment is achieved, contributing both theoretically and methodologically in the analysis of education policies in Latin America.

Reports by the International organizations, such as the World Bank, UNESCO, and OECD, reveal that the number of students in higher education in 1985 was 20 million, in 1990 26 million, in 1995 38 million an d with a rapid increase from 1995 onwards, the number was over 85 million in 2001. At present more than 100 million students are at universities and it is expected that the number will reach to 200 million in 2020. In this respect, evaluating the strategies and policies for higher education in terms of internationalization becomes crucial. This research study aims to examine the role of management in higher education within internationalization process for catching the new pedagogy. It is essential to consider new generations for the roles of managers in terms of fostering online learning. Qualitative research design was conducted that case study was employed in this research. 17 universities" representatives were participated research that content analysis was done to analyse qualitative data. In this research, it is revealed that ground of internationalization, institutional strategies, policies, academic strategies and policies, risks and handicaps, role of internationalization in higher education are essential for the quality and management for making new pedagogy.

Brazilian higher education has experienced a great expansion due to the socioeconomic changes occurred in the country and the high performance of some private sector associations. ABMES (Brazilian Association of Higher Education Maintainers), one of those institutions, is the pioneer in defending the interests of private initiative in higher education. Created by 26 maintainers in August 1982, it has since structured private higher education for it to gain identity, legitimacy and political strength. This research aimed to analyze the articulations of ABMES and the impact of its intervention on policies for higher education in the period 1982 to 2016; research the strategies and alliances made by this Association; parallel between victories and defeats of the private sector in the definition of public policies for higher education. The epistemological perspective was dialectical historical materialism, based on gramscian formulations, which allowed the understanding of the society as a human creation on a continuous progress, defined by the social relations present in time and in the social space. The source of the research consisted of the records elaborated by ABMES in the period mentioned. Three categories of analysis were used to investigate it: "The role of the State in education", "The education and human formation" and "The configuration of higher education". This division enable the understanding of formulations, strategies and alliances carried out throughout the existence of ABMES in its three phases, which were constituted, expanded and consolidated. The conclusion is that under ABMES point of view, the State should not interfere with the education market, regulating it minimally. Education should confer human formation focused on the demands of the labor market. Higher education should be configured by the diversification of institutional types, favoring the fulfillment of the demands of the labor market and students. It's possible to conclude that ABMES was able to give organicity to a fraction of the bourgeoisie society class of the Brazilian higher education services and become its collective organic intellectual.

The 2007 Leona Tyler Address concerns mental health policy in higher education. In the aftermath of the Virginia Tech tragedy, mental health professionals have proffered several proposals. This address reviewed and critiqued these proposals. After critical review, I make several recommendations based on the following principles: developing data-driven policy proposals, specifying of the role and function of campus mental health centers, and instituting an educational process of policy implementation.