Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Higher Education (7)
- Rankings (7)
- Early childhood education and care (4)
- Globalisation (4)
- Higher education (4)
-
- Ireland (4)
- Australia (3)
- Higher Education Policy (3)
- Higher Education policy (3)
- Policy design (3)
- Research (3)
- Critical discourse analysis (2)
- Governance (2)
- Policy (2)
- Policy tools (2)
- Public policy (2)
- Regional Development (2)
- Research Policy (2)
- Trends (2)
- Africa (1)
- Apprenticeship Programmes (1)
- Arts (1)
- Behavioural impact (1)
- Bilingualism (1)
- Binary System (1)
- Childcare (1)
- Children's rights (1)
- Cities (1)
- Development policy (1)
- Differentiation (1)
- Publication Year
Articles 31 - 34 of 34
Full-Text Articles in Social and Behavioral Sciences
Institutional Mission Vs. Policy Constraint?: Unlocking Potential, Ellen Hazelkorn
Institutional Mission Vs. Policy Constraint?: Unlocking Potential, Ellen Hazelkorn
Articles
The research-intensive and competitive knowledge society is putting HEIs (higher education institutions) under the spotlight. While many HEIs around the world do not proclaim or wish to be research-intensive institutions the majority desire to intensify their research activity because it is seen as a sine qua non of higher education. Accordingly, HEIs are busy making critical strategic choices concerning human resources, the research environment, the teaching-research nexus, organisational and management structure, and funding. Governments are also making choices, using policies and financial instruments to help shape institutional mission, priorities and HE systems. But if governments genuinely desire to widen access …
Mature Students - An Examination Of Dit’S Policy And Practice, Dáire Mag Cuill
Mature Students - An Examination Of Dit’S Policy And Practice, Dáire Mag Cuill
Articles
This paper examines the current position of mature students in the Technological University Dublin, the largest third-level institute in Ireland. It also deals with the treatment of mature applicants, and the position of mature students in the Republic of Ireland in general. The focus of the paper is on equity issues, and in all discussions of equity the underpinning principle is equality of opportunity. Where places on a third-level course are limited, for example, all applicants must be treated equally and the places allocated in a ‘fair’ manner. This does not mean that one cannot discriminate in the true sense …
Growth Strategies And Intellectual Capital Formation In New And Emerging Heis, Ellen Hazelkorn
Growth Strategies And Intellectual Capital Formation In New And Emerging Heis, Ellen Hazelkorn
Books/Book chapters
Higher educational institutions are being asked to contribute more effectively and efficiently to economic growth, innovation and intellectual capital. As they do so, the academy has also come under pressure. The content of academic work, the role of faculty, and the balance between teaching, research and service, have, arguably, been restructured, reconfigured and redefined. For academics within traditional universities, pressures for accountability and social relevance have challenged what many valued as ‘their autonomy’. But, for staff within new and emerging HEIs, those formed or reconstituted circa. 1970, there have been different pressures. Many were hired originally as teachers and now …
Challenges Of Growing Research At New And Emerging Heis, Ellen Hazelkorn
Challenges Of Growing Research At New And Emerging Heis, Ellen Hazelkorn
Books/Book chapters
Newer institutions are accused of adopting the accoutrements of traditional universities, actively copying their research profile and teaching programmes, and engaging in ‘academic’ or ‘mission’ drift. For others, however, these changes are part of the natural or inevitable process of institutional development and historical change, or a further step in the democratisation of the ‘Humboltian ethic’ (Neave, 2000, p265). If massification and expansion in 1960s differentiated the second stage in higher educational development from its elite origins, then the late 1990s marked the beginning of the third stage. By then, it was clear that a broadly educated population could no …