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Higher Education: Disciplinary perspectives

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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.

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Higher Education: Disciplinary perspectives

  1. 1. Higher E ducation : disciplinary perspectives MPhil/HEEM Master Programme in Higher Education Introductory semester, lecture 5 Peter Maassen Oslo, 3 September 2007
  2. 2. Various analytic dimensions <ul><li>Governance </li></ul><ul><li>Structure </li></ul><ul><li>Funding </li></ul><ul><li>Access/selection/participation </li></ul><ul><li>Policy issues </li></ul><ul><li>Globalization </li></ul>
  3. 3. Governance Central planning Self-regulation Belarus USA China Other countries
  4. 4. Structure Integrated Binary Segmented Diversified Australia Portugal UK Neth. France USA Norway
  5. 5. 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?
  6. 6. Institutional Funding Public funding: Basic grants Competitive Grants Private funding: Tuition fees Contracts Endowments Donations
  7. 7. Access/student selection Institution Government central USA Netherlands Canada
  8. 8. Policy issues <ul><li>Costs </li></ul><ul><li>Quality </li></ul><ul><li>Internationalisation </li></ul><ul><li>Access related issues </li></ul><ul><li>ICT </li></ul><ul><li>Degree structure </li></ul><ul><li>Institutional autonomy </li></ul><ul><li>System growth </li></ul><ul><li>Public interest </li></ul>
  9. 9. Globalization? Trade in higher education (WTO/GATS) Student competition Institutional competition Knowledge society Supra-national or global?
  10. 10. 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
  11. 11. Example: sociology Burton Clark: higher education system (1983) <ul><li>What is the main organisational ‘building block’ of HE </li></ul><ul><li>What is the main professional orientation in HE </li></ul><ul><li>Innovative/change capacity of HE </li></ul><ul><li>Change/diversity versus integration </li></ul><ul><li>Authority distribution: Administratively/Academically </li></ul>
  12. 12. Clark’s (sociological) position (1983) <ul><li>Knowledge is main building block </li></ul><ul><li>HEIs are mono-professional organisations </li></ul><ul><li>(academic profession) </li></ul><ul><li>Incremental innovations and changes: </li></ul><ul><li>HEIs are fragmented </li></ul><ul><li>Especially universities are traditionally run by academics </li></ul><ul><li>Authority distribution </li></ul><ul><li>Administration: centrally </li></ul><ul><li>Academia: decentrally </li></ul>
  13. 13. Main developments of relevance since 1983 <ul><li>Global/international dimension </li></ul><ul><li>ICT </li></ul><ul><li>Professionalisation of institutional leadership and administration/management </li></ul><ul><li>Growth of knowledge </li></ul><ul><li>Economization/marketization of HE/HE policies (innovation) </li></ul>
  14. 14. The end

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