Lucia Brajkovic | University of Pennsylvania (original) (raw)
Articles by Lucia Brajkovic
A publication of the International Association of Student Affairs and Services -IASAS Published in cooperation with Deutsches Studentenwerk -DSW, 2020
With 250 authors, advisors and editors from over 125 countries this book is a truly global collab... more With 250 authors, advisors and editors from over 125 countries this book is a truly global collaborative effort to capture the diverse, significant and expansive theories, frameworks, practices, models and services provided by Student Affairs and Services in Higher Education across the globe. This comprehensive book is the reference book for scholars, researchers and practitioners across the globe on all matters related to Student Affairs in Higher Education. The informative chapters cover a vast breadth of issues including principles, values, theories and frameworks, professionalization, research and scholarship, social justice, equality and gender issues, engagement, internationalization, retention and graduate competencies, governance and student participation, leadership and migration, a discussion of over 42 functional areas and almost 100 country reports. The authors are of the highest caliber and greatest diversity and share their formidable knowledge and experience, all detailing the immense impact Student Affairs and Services have in Higher Education across the globe.
World Bank Policy Note, 2020
Since the arrival of COVID-19 and the subsequent lockdown in many Europe and Central Asia (ECA) c... more Since the arrival of COVID-19 and the subsequent lockdown in many Europe and Central Asia (ECA) countries, tertiary education institutions have had to move swiftly toward online provision to ensure continuity of teaching and learning and, at least to some extent, exams. It seems that this transition was comparatively easy for those countries that had invested in the sector and approached digitalization in a strategic way precrisis (for example, Denmark, Estonia, Finland, France, Germany). Countries that had not developed a strategic approach toward digitalization did not provide the support; those that, more broadly, had seen decreasing investment in higher education faced significant difficulties. This goes beyond digitalization in the narrower sense and also applies to issues like student financing, quality assurance, and the status of academic staff. This Policy Note offers 10 key recommendations to policy makers and tertiary education institutions, and to donors and multilateral agencies, on how to address the crisis.
International Briefs for Higher Education Leaders , 2019
We live in an era when global conversations have moved from focusing primarily on access to also ... more We live in an era when global conversations have moved from focusing primarily on access to also emphasizing student success in higher education. As such, it has become even more urgent to examine sustained efforts undertaken by a range of different countries to ensure equitable opportunities for degree attainment for all students, including underserved or traditionally marginalized student populations. This newest Brief installment addresses these topics by highlighting view points and experiences from a variety of different national perspectives, as peer learning across national borders increasingly provides invaluable insights that can be adapted for use elsewhere.
European Foreign Affairs Review, 2019
From the US perspective, transatlantic relations in higher education have long been characterized... more From the US perspective, transatlantic relations in higher education have long been characterized by both strong affinities and substantial differences. The affinities turn on a series of perceived shared values between US and European higher education institutions. Diverging perspectives in relation to higher education in the United States and in Europe can be seen in relation to such matters as the degree to which higher education may be considered a public or private good, and with respect to questions of who should shoulder the costs of education. In the contemporary context, the forces of globalization serve to both foster and complicate transatlantic diplomatic engagement via higher education, as both competition and collaboration are elevated by globalization's dynamics. Meanwhile, recent nationalistic and xenophobic political and social developments in both the US and across Europe represent major challenges to international and national dynamics and to diplomatic engagement via higher education. Ultimately, however, common support for democratic principles and practices seems to position the transatlantic relationship on privileged ground. We argue that there is an urgent need today for a dynamic 'knowledge diplomacy' movement by the higher education sectors on both sides of the Atlantic, as a means to ensure the sustainability of longstanding partnerships and to provide the framework for rational, mutually enriching debates to deal constructively with national and cultural differences across the Atlantic.
The purpose of this study is to examine whether the human capital theory tenets hold in Central a... more The purpose of this study is to examine whether the human capital theory tenets hold in Central and Eastern European countries (CEEC) that transitioned from socialist regimes to a market-based economy. The modeling approach relied on 18 years (1994–2012) of country level data collected from the World Bank, in order to explore whether the increase in labor force with tertiary education (i.e. human capital) was associated with better economic outcomes in post-socialist European countries, measured by GDP per capita. Findings from the panel data estimations indicated that, despite of the rise of GDP, the increases in the proportion of labor force with post-secondary education were not associated with this economic growth in post-socialist countries, and that the opposite was true for other European countries. Given that these findings problematize the applicability of the human capital theory in CEEC region, the recently developed theory of academic marginalism is utilized to help further explore this issue.
Produced in partnership with the Boston College Center for International Higher Education, the In... more Produced in partnership with the Boston College Center for International Higher Education, the International Briefs for Higher Education Leaders series is designed to inform strategic decisions about international programs and initiatives. Aimed at university leaders, the Briefs offer analysis and commentary on countries and topics of importance to higher education worldwide.
This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Int... more This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Internationalization on U.S. Campuses survey, and explores their implications. Conducted every five years, Mapping assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. The 2016 Mapping survey addressed the six key areas that comprise CIGE’s Model for Comprehensive Internationalization: articulated commitment; administrative structures and staffing; curriculum, cocurriculum, and learning outcomes; faculty policies and practices; student mobility; and collaboration and partnerships.
Higher education has long been recognised as a key driver of economic and social development worl... more Higher education has long been recognised as a key driver of economic and social development worldwide. Motivated by a variety of academic, economic, political and social goals, governments around the world are implementing policies and programmes designed to spur higher education internationalisation. This article begins with a discussion of the motivations and goals underpinning government higher education internationalisation policies, and provides an overview of the relevant policymaking bodies worldwide. It then sets forth a typology of policies and programmes that categorises initiatives according to their primary focus areas and activities, and explore issues related to their effectiveness. Finally, it addresses the implications of national policies for campus practitioners, and how national-level policies and programmes can impact and be influenced by institutional internationalisation efforts.
Due to the lack of systematic data collection on national and institutional levels, the higher ed... more Due to the lack of systematic data collection on national and institutional levels, the higher education systems in the Western Balkans have remained under-researched. This article aims to describe and analyze some of the most salient challenges facing academic sectors in these countries, such as structural issues, growth of the private sector, and EU funding.
This qualitative study relies on document analysis and in-depth, open-ended interviews with unive... more This qualitative study relies on document analysis and in-depth,
open-ended interviews with university leaders and government
officials in a post-socialist and a recent European Union entrant
country, Croatia. The study seeks to provide a comprehensive
overview of the Croatian academic sector, as well as to unpack
the top academic officials’ perceptions of the state, importance,
and role of research and higher education (HE) in the social and
economic development of the nation. The main theoretical
contribution of the study is a new use of the traditional
marginalism concept in the theory of economics. This study
argues that marginalism can be applied to the HE setting, where
it can be particularly helpful in explaining issues related to HE
systems in the countries that have transitioned from socialist
regimes to market economy. The new theoretical framework is
termed academic marginalism.
This series reflects a strategic collaboration between the American Council on Education (ACE) an... more This series reflects a strategic collaboration between the American Council on Education (ACE) and the Center for International Higher Education (CIHE) at Boston College. Each Brief is designed to provide a succinct overview of current issues in international higher education and features articles written by leading scholars, policymakers, and practitioners. Ultimately, this series is designed to help senior leadership develop cumulative knowledge to inform institutional strategy.
A unique political situation predating Croatia’s ascension to the European Union, along with coun... more A unique political situation predating Croatia’s ascension to the European Union, along with countrywide student protests, led to the adoption of a linear tuition model in which students are exempt from any tuition payment during their first year of college. After the first year, they are charged tuition according to merit-based criteria. This article discusses the benefits and potential unintended consequences of this policy, as well as the possible adoption of this model by other countries.
This series reflects a strategic collaboration between the American Council on Education (ACE) an... more This series reflects a strategic collaboration between the American Council on Education (ACE) and the Center for International Higher Education (CIHE) at Boston College. Each Brief is designed to provide a succinct overview of current issues in international higher education and features articles written by leading scholars, policymakers, and practitioners. Ultimately, this series is designed to help senior leadership
develop cumulative knowledge to inform institutional strategy.
Research reports by Lucia Brajkovic
Croatia Human Capital Review: Unleashing Potential for Economic Takeoff amid Demographic and Tech... more Croatia Human Capital Review: Unleashing Potential for Economic Takeoff amid Demographic and Technological Change report looks at two major trends that are significantly affecting Croatia’s society and economy. The first trend is an aging and shrinking population, and the second is the impact of rapidly changing technology on the nature and organization of work. These trends present Croatia with both challenges and opportunities that will shape employment, wages, and economic development in the future.
The World Bank, 2022
The Croatian government launched the Slavonija, Baranja, and Srijem Project in 2017 to identify a... more The Croatian government launched the Slavonija, Baranja, and Srijem Project in 2017 to identify and address specific constraints preventing the region’s sustainable economic growth. Eastern Croatia’s growth and economic development are hampered by a lack of human capital. The purpose of this report is to inform actions to mitigate skills mismatch in a lagging region. This report examines both the supply and demand sides of the labor market and coping mechanisms when presenting actions to mitigate skills mismatch in the region. The study finds that each of the five priority sectors except tourism exhibits a skills deficit, especially a shortage of highly educated workers with a shortage of specific types of required skills. The report examines the education sector in Slavonia and finds several important dimensions of underperformance that will need to be addressed. The report makes several recommendations for policy options to address the skills mismatch in Eastern Croatia.
The World Bank, 2022
In recent years, Latvia has made significant progress in reforming its higher education system. H... more In recent years, Latvia has made significant progress in reforming its higher education system. However, stakeholders are of the opinion that Latvia's system of academic careers, which features two distinct tracks for teaching and research in which the former predominates, needs to be modernized and benchmarked against peer systems and international best practice. There are also additional challenges to the reform of academic careers. These include, but are not limited to, the fact that permanent positions have only recently been introduced; the development of PhD programs in line with international practices has only been on the agenda for the last couple of years; postdoctoral positions prolong the precarious phase of academic careers, and the exit point from an academic career into retirement requires clarification. Despite these challenges, the situation is improving and in recent years the issue of academic careers has been actively addressed by both institutions of higher education and government. Given the fact that the design of academic careers within a system and framework is an important determinant of the attractiveness and efficiency of any higher education system, Latvia's academic career framework (ACF) warrants continuous attention and development. generally, all developments are intimately connected to the structural and financial development of the national higher education system and international academic labor markets. The provides recommendations report on the structure of new academic career framework that is internationally recognizable, takes into account the potential integration of the higher education and research sectors, and covers professionally oriented positions. The option of introducing tenure track positions leading to full professorship after a probation period and interim evaluation is integrated into the framework. The report concludes with implementation scenarios.
Student finance policies worldwide: Leveraging funding for attainment and equity in higher education, 2019
This report analyzes national-level higher education financing approaches for a diverse set of co... more This report analyzes national-level higher education financing approaches for a diverse set of countries worldwide,
and how each approach relates to equity and attainment. This analysis provides a frame of reference for
policymakers to use appropriate funding policies to improve equity and ensure completion.
The report begins with an analysis of cost-sharing funding approaches—policies that determine who pays for
higher education. We break national funding policies worldwide into four categories: 1) free tuition (both
open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style
and income-contingent), and 4) dual-track policies.
We then turn to funding approaches designed to improve equity or foster completion and discuss whether
these approaches are working. Throughout the report, we draw on examples from many different national
systems and look for patterns linking these policies to equity and attainment outcomes for students.
In the conclusion, we consider the future of these policies worldwide and how governments can best use
limited resources to ensure that disadvantaged students not only enroll in universities but also complete their
degrees.
U.S. Higher Education - A Brief Guide, 2019
Higher education institutions outside the U.S. are actively seeking opportunities to collaborate ... more Higher education institutions outside the U.S. are actively seeking opportunities to collaborate with U.S.
colleges and universities—and often find their interest strongly reciprocated by U.S. counterparts. While the
motivations and activities of these partnerships vary substantially, their potential for success is always enhanced
when collaborators have a mutual understanding about the national higher education landscape in
which each of the partners operate. Because the U.S. higher education system is an anomaly—unique among
national education systems worldwide—gaining a sense of the broad U.S. higher education landscape is an
essential first step in establishing collaborative initiatives.
This guide provides the most important information non-U.S. institutions need in order to pursue and develop
successful partnerships with U.S. colleges and universities. It may also be useful for people in the U.S.
interested in learning more about the country’s higher education system.
The report begins with an overview of the current landscape of U.K.-U.S. connections, including a... more The report begins with an overview of the current landscape of U.K.-U.S. connections, including an inventory of institutional partnerships and activities, and a summary of evident trends. Next, a variety of entities and organizations aside from higher education institutions that promote collaboration in the U.K.-U.S. context are described. The discussion then turns to the factors that facilitate engagement, as well as key challenges that often arise in the course of collaborative ventures. The report concludes with a set of recommendations —aimed at
colleges and universities, policy-makers, and other stakeholders—for ways to enhance bilateral ties between individual institutions and the broader higher education communities of which they are a part.
Conducted every five years, Mapping Internationalization on U.S. Campuses assesses the current st... more Conducted every five years, Mapping Internationalization on U.S. Campuses assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. It is the only comprehensive source of data and analysis on internationalization in U.S. higher education, and includes two- and four-year, public and private, degree-granting institutions.
A publication of the International Association of Student Affairs and Services -IASAS Published in cooperation with Deutsches Studentenwerk -DSW, 2020
With 250 authors, advisors and editors from over 125 countries this book is a truly global collab... more With 250 authors, advisors and editors from over 125 countries this book is a truly global collaborative effort to capture the diverse, significant and expansive theories, frameworks, practices, models and services provided by Student Affairs and Services in Higher Education across the globe. This comprehensive book is the reference book for scholars, researchers and practitioners across the globe on all matters related to Student Affairs in Higher Education. The informative chapters cover a vast breadth of issues including principles, values, theories and frameworks, professionalization, research and scholarship, social justice, equality and gender issues, engagement, internationalization, retention and graduate competencies, governance and student participation, leadership and migration, a discussion of over 42 functional areas and almost 100 country reports. The authors are of the highest caliber and greatest diversity and share their formidable knowledge and experience, all detailing the immense impact Student Affairs and Services have in Higher Education across the globe.
World Bank Policy Note, 2020
Since the arrival of COVID-19 and the subsequent lockdown in many Europe and Central Asia (ECA) c... more Since the arrival of COVID-19 and the subsequent lockdown in many Europe and Central Asia (ECA) countries, tertiary education institutions have had to move swiftly toward online provision to ensure continuity of teaching and learning and, at least to some extent, exams. It seems that this transition was comparatively easy for those countries that had invested in the sector and approached digitalization in a strategic way precrisis (for example, Denmark, Estonia, Finland, France, Germany). Countries that had not developed a strategic approach toward digitalization did not provide the support; those that, more broadly, had seen decreasing investment in higher education faced significant difficulties. This goes beyond digitalization in the narrower sense and also applies to issues like student financing, quality assurance, and the status of academic staff. This Policy Note offers 10 key recommendations to policy makers and tertiary education institutions, and to donors and multilateral agencies, on how to address the crisis.
International Briefs for Higher Education Leaders , 2019
We live in an era when global conversations have moved from focusing primarily on access to also ... more We live in an era when global conversations have moved from focusing primarily on access to also emphasizing student success in higher education. As such, it has become even more urgent to examine sustained efforts undertaken by a range of different countries to ensure equitable opportunities for degree attainment for all students, including underserved or traditionally marginalized student populations. This newest Brief installment addresses these topics by highlighting view points and experiences from a variety of different national perspectives, as peer learning across national borders increasingly provides invaluable insights that can be adapted for use elsewhere.
European Foreign Affairs Review, 2019
From the US perspective, transatlantic relations in higher education have long been characterized... more From the US perspective, transatlantic relations in higher education have long been characterized by both strong affinities and substantial differences. The affinities turn on a series of perceived shared values between US and European higher education institutions. Diverging perspectives in relation to higher education in the United States and in Europe can be seen in relation to such matters as the degree to which higher education may be considered a public or private good, and with respect to questions of who should shoulder the costs of education. In the contemporary context, the forces of globalization serve to both foster and complicate transatlantic diplomatic engagement via higher education, as both competition and collaboration are elevated by globalization's dynamics. Meanwhile, recent nationalistic and xenophobic political and social developments in both the US and across Europe represent major challenges to international and national dynamics and to diplomatic engagement via higher education. Ultimately, however, common support for democratic principles and practices seems to position the transatlantic relationship on privileged ground. We argue that there is an urgent need today for a dynamic 'knowledge diplomacy' movement by the higher education sectors on both sides of the Atlantic, as a means to ensure the sustainability of longstanding partnerships and to provide the framework for rational, mutually enriching debates to deal constructively with national and cultural differences across the Atlantic.
The purpose of this study is to examine whether the human capital theory tenets hold in Central a... more The purpose of this study is to examine whether the human capital theory tenets hold in Central and Eastern European countries (CEEC) that transitioned from socialist regimes to a market-based economy. The modeling approach relied on 18 years (1994–2012) of country level data collected from the World Bank, in order to explore whether the increase in labor force with tertiary education (i.e. human capital) was associated with better economic outcomes in post-socialist European countries, measured by GDP per capita. Findings from the panel data estimations indicated that, despite of the rise of GDP, the increases in the proportion of labor force with post-secondary education were not associated with this economic growth in post-socialist countries, and that the opposite was true for other European countries. Given that these findings problematize the applicability of the human capital theory in CEEC region, the recently developed theory of academic marginalism is utilized to help further explore this issue.
Produced in partnership with the Boston College Center for International Higher Education, the In... more Produced in partnership with the Boston College Center for International Higher Education, the International Briefs for Higher Education Leaders series is designed to inform strategic decisions about international programs and initiatives. Aimed at university leaders, the Briefs offer analysis and commentary on countries and topics of importance to higher education worldwide.
This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Int... more This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Internationalization on U.S. Campuses survey, and explores their implications. Conducted every five years, Mapping assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. The 2016 Mapping survey addressed the six key areas that comprise CIGE’s Model for Comprehensive Internationalization: articulated commitment; administrative structures and staffing; curriculum, cocurriculum, and learning outcomes; faculty policies and practices; student mobility; and collaboration and partnerships.
Higher education has long been recognised as a key driver of economic and social development worl... more Higher education has long been recognised as a key driver of economic and social development worldwide. Motivated by a variety of academic, economic, political and social goals, governments around the world are implementing policies and programmes designed to spur higher education internationalisation. This article begins with a discussion of the motivations and goals underpinning government higher education internationalisation policies, and provides an overview of the relevant policymaking bodies worldwide. It then sets forth a typology of policies and programmes that categorises initiatives according to their primary focus areas and activities, and explore issues related to their effectiveness. Finally, it addresses the implications of national policies for campus practitioners, and how national-level policies and programmes can impact and be influenced by institutional internationalisation efforts.
Due to the lack of systematic data collection on national and institutional levels, the higher ed... more Due to the lack of systematic data collection on national and institutional levels, the higher education systems in the Western Balkans have remained under-researched. This article aims to describe and analyze some of the most salient challenges facing academic sectors in these countries, such as structural issues, growth of the private sector, and EU funding.
This qualitative study relies on document analysis and in-depth, open-ended interviews with unive... more This qualitative study relies on document analysis and in-depth,
open-ended interviews with university leaders and government
officials in a post-socialist and a recent European Union entrant
country, Croatia. The study seeks to provide a comprehensive
overview of the Croatian academic sector, as well as to unpack
the top academic officials’ perceptions of the state, importance,
and role of research and higher education (HE) in the social and
economic development of the nation. The main theoretical
contribution of the study is a new use of the traditional
marginalism concept in the theory of economics. This study
argues that marginalism can be applied to the HE setting, where
it can be particularly helpful in explaining issues related to HE
systems in the countries that have transitioned from socialist
regimes to market economy. The new theoretical framework is
termed academic marginalism.
This series reflects a strategic collaboration between the American Council on Education (ACE) an... more This series reflects a strategic collaboration between the American Council on Education (ACE) and the Center for International Higher Education (CIHE) at Boston College. Each Brief is designed to provide a succinct overview of current issues in international higher education and features articles written by leading scholars, policymakers, and practitioners. Ultimately, this series is designed to help senior leadership develop cumulative knowledge to inform institutional strategy.
A unique political situation predating Croatia’s ascension to the European Union, along with coun... more A unique political situation predating Croatia’s ascension to the European Union, along with countrywide student protests, led to the adoption of a linear tuition model in which students are exempt from any tuition payment during their first year of college. After the first year, they are charged tuition according to merit-based criteria. This article discusses the benefits and potential unintended consequences of this policy, as well as the possible adoption of this model by other countries.
This series reflects a strategic collaboration between the American Council on Education (ACE) an... more This series reflects a strategic collaboration between the American Council on Education (ACE) and the Center for International Higher Education (CIHE) at Boston College. Each Brief is designed to provide a succinct overview of current issues in international higher education and features articles written by leading scholars, policymakers, and practitioners. Ultimately, this series is designed to help senior leadership
develop cumulative knowledge to inform institutional strategy.
Croatia Human Capital Review: Unleashing Potential for Economic Takeoff amid Demographic and Tech... more Croatia Human Capital Review: Unleashing Potential for Economic Takeoff amid Demographic and Technological Change report looks at two major trends that are significantly affecting Croatia’s society and economy. The first trend is an aging and shrinking population, and the second is the impact of rapidly changing technology on the nature and organization of work. These trends present Croatia with both challenges and opportunities that will shape employment, wages, and economic development in the future.
The World Bank, 2022
The Croatian government launched the Slavonija, Baranja, and Srijem Project in 2017 to identify a... more The Croatian government launched the Slavonija, Baranja, and Srijem Project in 2017 to identify and address specific constraints preventing the region’s sustainable economic growth. Eastern Croatia’s growth and economic development are hampered by a lack of human capital. The purpose of this report is to inform actions to mitigate skills mismatch in a lagging region. This report examines both the supply and demand sides of the labor market and coping mechanisms when presenting actions to mitigate skills mismatch in the region. The study finds that each of the five priority sectors except tourism exhibits a skills deficit, especially a shortage of highly educated workers with a shortage of specific types of required skills. The report examines the education sector in Slavonia and finds several important dimensions of underperformance that will need to be addressed. The report makes several recommendations for policy options to address the skills mismatch in Eastern Croatia.
The World Bank, 2022
In recent years, Latvia has made significant progress in reforming its higher education system. H... more In recent years, Latvia has made significant progress in reforming its higher education system. However, stakeholders are of the opinion that Latvia's system of academic careers, which features two distinct tracks for teaching and research in which the former predominates, needs to be modernized and benchmarked against peer systems and international best practice. There are also additional challenges to the reform of academic careers. These include, but are not limited to, the fact that permanent positions have only recently been introduced; the development of PhD programs in line with international practices has only been on the agenda for the last couple of years; postdoctoral positions prolong the precarious phase of academic careers, and the exit point from an academic career into retirement requires clarification. Despite these challenges, the situation is improving and in recent years the issue of academic careers has been actively addressed by both institutions of higher education and government. Given the fact that the design of academic careers within a system and framework is an important determinant of the attractiveness and efficiency of any higher education system, Latvia's academic career framework (ACF) warrants continuous attention and development. generally, all developments are intimately connected to the structural and financial development of the national higher education system and international academic labor markets. The provides recommendations report on the structure of new academic career framework that is internationally recognizable, takes into account the potential integration of the higher education and research sectors, and covers professionally oriented positions. The option of introducing tenure track positions leading to full professorship after a probation period and interim evaluation is integrated into the framework. The report concludes with implementation scenarios.
Student finance policies worldwide: Leveraging funding for attainment and equity in higher education, 2019
This report analyzes national-level higher education financing approaches for a diverse set of co... more This report analyzes national-level higher education financing approaches for a diverse set of countries worldwide,
and how each approach relates to equity and attainment. This analysis provides a frame of reference for
policymakers to use appropriate funding policies to improve equity and ensure completion.
The report begins with an analysis of cost-sharing funding approaches—policies that determine who pays for
higher education. We break national funding policies worldwide into four categories: 1) free tuition (both
open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style
and income-contingent), and 4) dual-track policies.
We then turn to funding approaches designed to improve equity or foster completion and discuss whether
these approaches are working. Throughout the report, we draw on examples from many different national
systems and look for patterns linking these policies to equity and attainment outcomes for students.
In the conclusion, we consider the future of these policies worldwide and how governments can best use
limited resources to ensure that disadvantaged students not only enroll in universities but also complete their
degrees.
U.S. Higher Education - A Brief Guide, 2019
Higher education institutions outside the U.S. are actively seeking opportunities to collaborate ... more Higher education institutions outside the U.S. are actively seeking opportunities to collaborate with U.S.
colleges and universities—and often find their interest strongly reciprocated by U.S. counterparts. While the
motivations and activities of these partnerships vary substantially, their potential for success is always enhanced
when collaborators have a mutual understanding about the national higher education landscape in
which each of the partners operate. Because the U.S. higher education system is an anomaly—unique among
national education systems worldwide—gaining a sense of the broad U.S. higher education landscape is an
essential first step in establishing collaborative initiatives.
This guide provides the most important information non-U.S. institutions need in order to pursue and develop
successful partnerships with U.S. colleges and universities. It may also be useful for people in the U.S.
interested in learning more about the country’s higher education system.
The report begins with an overview of the current landscape of U.K.-U.S. connections, including a... more The report begins with an overview of the current landscape of U.K.-U.S. connections, including an inventory of institutional partnerships and activities, and a summary of evident trends. Next, a variety of entities and organizations aside from higher education institutions that promote collaboration in the U.K.-U.S. context are described. The discussion then turns to the factors that facilitate engagement, as well as key challenges that often arise in the course of collaborative ventures. The report concludes with a set of recommendations —aimed at
colleges and universities, policy-makers, and other stakeholders—for ways to enhance bilateral ties between individual institutions and the broader higher education communities of which they are a part.
Conducted every five years, Mapping Internationalization on U.S. Campuses assesses the current st... more Conducted every five years, Mapping Internationalization on U.S. Campuses assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. It is the only comprehensive source of data and analysis on internationalization in U.S. higher education, and includes two- and four-year, public and private, degree-granting institutions.
This report analyses the array of government-initiated higher education internationalization prog... more This report analyses the array of government-initiated higher education internationalization programs and policies in place around the world. Numerous policy examples presented, and issues surrounding implementation and effectiveness are considered.
Encyclopedia of International Higher Education Systems and Institutions, 2017
Mapping Internationalization on US Campuses project assesses the current state of internationaliz... more Mapping Internationalization on US Campuses project assesses the current state of internationalization at US institutions, examines progress and trends over time, and identifies priorities going forward.
In the contemporary knowledge economy, higher education has become an integral part of national i... more In the contemporary knowledge economy, higher education has become an integral part of national innovation systems and is supposed to help attract globally mobile capital. From this perspective, the key organizational actors of the knowledge economy are universities and transnational corporations (TNCs). Our chapter draws on previous research on interlocks between universities and corporations, as well as on broader studies on the internationalization of higher education and global capitalism. We seek to identify the connections of TNCs with the prestigious Association of American Universities (AAU) member institutions through the individuals who simultaneously serve on the university boards and hold executive positions at TNCs. Furthermore, we explore whether connections with TNCs influence the university prestige as measured by Shanghai Jiao Tong University’s Academic Ranking of World Universities (ARWU). Overall, this chapter provides new insights on the role of TNC interlocks in the corporate hegemony in elite U.S. higher education and also demonstrates that this network between AAU institutions and TNCs extends beyond the borders of the U.S., especially in the case of private AAU institutions.
Analysis of survey results on international joint and dual degree programs conducted for the Cent... more Analysis of survey results on international joint and dual degree programs conducted for the Center for Internationalization and Global Engagement at the American Council on Education (ACE)
By and large, all colleges and universities have a mission statement. It remains unclear, however... more By and large, all colleges and universities have a mission statement. It remains unclear, however, to what end each university uses them. Previous research regarding institutional mission statements has identified purposes that align with institutional and neoinstitutional theory. Alternative explanations posit that mission statements may serve only a symbolic or normative function. This study continues prior research by moving from a strictly qualitative investigation to a text-network and cluster analysis approach. Focusing on the 31 members of the University System of Georgia (USG), we group institutions based on connections found among mission statements. Overall, we find support for the notions of homogeneity through isomorphism. Mission statements demonstrated limited variation across institutions, regardless of their grouping as assigned by the USG. However, some variation exists in terms of who an institution’s audience may be in terms of presenting a public-facing mission statement.
Presented at the 2015 American Educational Research Association (AERA) Annual Meeting. In the... more Presented at the 2015 American Educational Research Association (AERA) Annual Meeting.
In the contemporary knowledge economy higher education has become an integral part of national innovation systems in order to help attract globally mobile capital. From this perspective, the key organizational actors of the knowledge economy are universities and transnational corporations (TNCs). We seek to identify the connections of TNCs with the prestigious Association of American Universities’ (AAU) institutions through the university trustees who simultaneously serve on the university boards and hold executive positions at TNCs. Furthermore, we test whether connections with TNCs influence the university prestige as measured by Shanghai Jiao Tong University’s ARWU international rankings and find a positive impact. Finally, we use academic capitalism and the Matthew effect as theoretical lenses for exploring this phenomenon.
Presented at the 2015 American Educational Research Association (AERA) Annual Meeting. Under ... more Presented at the 2015 American Educational Research Association (AERA) Annual Meeting.
Under socialist regimes university education was mostly reserved for government and industrial elites. As a consequence, higher education in post-transition European countries did not contribute to the development of an educationally conscious middle class that would have been able to recognize the close connection between individual prosperity and higher education attainment. This study is using Difference-in Differences statistical estimation to test whether a transition from the socialist to democratic political regime impacted government spending on higher education in these countries. Findings confirm that the impact is negative and significant. The concept of academic marginalism is used as a framework for understanding the government perception of the role and value of higher education in post-transition countries of Central and Eastern Europe.
Presented at 2014 Association for the Study of Higher Education (ASHE) Annual Meeting A case s... more Presented at 2014 Association for the Study of Higher Education (ASHE) Annual Meeting
A case study of the higher education system in Croatia is conducted through interviews with participants holding the most influential positions in the government, academia and non-profit organizations in the country. The interview themes provide interesting insights into discrepancy between the declared goals and the actual reality regarding academic sector.
Policy reviews in higher education, Jun 19, 2018
International higher education, Sep 1, 2016
A publication of the International Association of Student Affairs and Services -IASAS Published in cooperation with Deutsches Studentenwerk -DSW, 2020
With 250 authors, advisors and editors from over 125 countries this book is a truly global collab... more With 250 authors, advisors and editors from over 125 countries this book is a truly global collaborative effort to capture the diverse, significant and expansive theories, frameworks, practices, models and services provided by Student Affairs and Services in Higher Education across the globe. This comprehensive book is the reference book for scholars, researchers and practitioners across the globe on all matters related to Student Affairs in Higher Education. The informative chapters cover a vast breadth of issues including principles, values, theories and frameworks, professionalization, research and scholarship, social justice, equality and gender issues, engagement, internationalization, retention and graduate competencies, governance and student participation, leadership and migration, a discussion of over 42 functional areas and almost 100 country reports. The authors are of the highest caliber and greatest diversity and share their formidable knowledge and experience, all detailing the immense impact Student Affairs and Services have in Higher Education across the globe.
European Foreign Affairs Review
From the US perspective, transatlantic relations in higher education have long been characterized... more From the US perspective, transatlantic relations in higher education have long been characterized by both strong affinities and substantial differences. The affinities turn on a series of perceived shared values between US and European higher education institutions. Diverging perspectives in relation to higher education in the United States and in Europe can be seen in relation to such matters as the degree to which higher education may be considered a public or private good, and with respect to questions of who should shoulder the costs of education. In the contemporary context, the forces of globalization serve to both foster and complicate transatlantic diplomatic engagement via higher education, as both competition and collaboration are elevated by globalization’s dynamics. Meanwhile, recent nationalistic and xenophobic political and social developments in both the US and across Europe represent major challenges to international and national dynamics and to diplomatic engagement...
Conducted every five years, Mapping Internationalization on U.S. Campuses assesses the current st... more Conducted every five years, Mapping Internationalization on U.S. Campuses assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. It is the only comprehensive source of data and analysis on internationalization in U.S. higher education, and includes two- and four-year, public and private, degree-granting institutions.
The report begins with an overview of the current landscape of U.K.-U.S. connections, including a... more The report begins with an overview of the current landscape of U.K.-U.S. connections, including an inventory of institutional partnerships and activities, and a summary of evident trends. Next, a variety of entities and organizations aside from higher education institutions that promote collaboration in the U.K.-U.S. context are described. The discussion then turns to the factors that facilitate engagement, as well as key challenges that often arise in the course of collaborative ventures. The report concludes with a set of recommendations —aimed at colleges and universities, policy-makers, and other stakeholders—for ways to enhance bilateral ties between individual institutions and the broader higher education communities of which they are a part.
Higher education institutions outside the U.S. are actively seeking opportunities to collaborate ... more Higher education institutions outside the U.S. are actively seeking opportunities to collaborate with U.S. colleges and universities—and often find their interest strongly reciprocated by U.S. counterparts. While the motivations and activities of these partnerships vary substantially, their potential for success is always enhanced when collaborators have a mutual understanding about the national higher education landscape in which each of the partners operate. Because the U.S. higher education system is an anomaly—unique among national education systems worldwide—gaining a sense of the broad U.S. higher education landscape is an essential first step in establishing collaborative initiatives. This guide provides the most important information non-U.S. institutions need in order to pursue and develop successful partnerships with U.S. colleges and universities. It may also be useful for people in the U.S. interested in learning more about the country’s higher education system.
This report analyzes national-level higher education financing approaches for a diverse set of co... more This report analyzes national-level higher education financing approaches for a diverse set of countries worldwide, and how each approach relates to equity and attainment. This analysis provides a frame of reference for policymakers to use appropriate funding policies to improve equity and ensure completion. The report begins with an analysis of cost-sharing funding approaches—policies that determine who pays for higher education. We break national funding policies worldwide into four categories: 1) free tuition (both open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style and income-contingent), and 4) dual-track policies. We then turn to funding approaches designed to improve equity or foster completion and discuss whether these approaches are working. Throughout the report, we draw on examples from many different national systems and look for patterns linking these policies to equity and attainment outcomes for students. In the conclusion, we consider the future of these policies worldwide and how governments can best use limited resources to ensure that disadvantaged students not only enroll in universities but also complete their degrees.
Policy Reviews in Higher Education, 2018
International Higher Education, 2018
This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Int... more This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Internationalization on U.S. Campuses survey, and explores their implications. Conducted every five years, Mapping assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. The 2016 Mapping survey addressed the six key areas that comprise CIGE’s Model for Comprehensive Internationalization: articulated commitment; administrative structures and staffing; curriculum, cocurriculum, and learning outcomes; faculty policies and practices; student mobility; and collaboration and partnerships.
International Higher Education, 2015
International Higher Education, 2016
Higher Education Dynamics, 2016
ABSTRACT In the contemporary knowledge economy higher education has become an integral part of na... more ABSTRACT In the contemporary knowledge economy higher education has become an integral part of national innovation systems in order to help attract globally mobile capital. From this perspective, the key organizational actors of the knowledge economy are universities and transnational corporations (TNCs). We seek to identify the connections of TNCs with the prestigious Association of American Universities’ (AAU) institutions through the university trustees who simultaneously serve on the university boards and hold executive positions at TNCs. Furthermore, we test whether connections with TNCs influence the university prestige as measured by Shanghai Jiao Tong University’s ARWU international rankings and find a positive impact. Finally, we use academic capitalism and the Matthew effect as theoretical lenses for exploring this phenomenon.
Encyclopedia of International Higher Education Systems and Institutions, 2017
Mapping Internationalization on US Campuses project assesses the current state of internationaliz... more Mapping Internationalization on US Campuses project assesses the current state of internationalization at US institutions, examines progress and trends over time, and identifies priorities going forward.
European Journal of Higher Education, 2016
ABSTRACT This qualitative study relies on document analysis and in-depth, open-ended interviews w... more ABSTRACT This qualitative study relies on document analysis and in-depth, open-ended interviews with university leaders and government officials in a post-socialist and a recent European Union entrant country, Croatia. The study seeks to provide a comprehensive overview of the Croatian academic sector, as well as to unpack the top academic officials’ perceptions of the state, importance, and role of research and higher education (HE) in the social and economic development of the nation. The main theoretical contribution of the study is a new use of the traditional marginalism concept in the theory of economics. This study argues that marginalism can be applied to the HE setting, where it can be particularly helpful in explaining issues related to HE systems in the countries that have transitioned from socialist regimes to market economy. The new theoretical framework is termed academic marginalism.
The notion that investment in human capital is associated with better economic outcomes was coine... more The notion that investment in human capital is associated with better economic outcomes was coined in the U.S. and is assumed to translate equally across nations regardless of countries’ socio-economic and political situation. The purpose of this study is to examine whether human capital tenets hold in European countries that transitioned from socialist regimes to a market-based economy. The modeling approach relied on 18 years (1994 to 2012) of country level data collected from the World Bank, in order to explore whether the increase in labor force with tertiary education (i.e., human capital) was associated with better economic outcomes in post-transition European countries, measured by GDP per capita. The comparison group was configured by European countries that did not experience the aforementioned transition during the same time period. Findings from the panel data estimations with country fixed effects consistently indicated that increases in the proportion of labor force with post-secondary education were not associated with better economic outcomes for post-transition countries, and that the opposite was true for non post-transition countries. Given that these findings problematize the applicability of the human capital theory in this region, the political economy theory of rent-seeking is utilized to help us further explore this issue.
Helms, R. M., Brajkovic, L. & Godwin, K. A., Evers, N. (2019). U.S. higher education: A brief guide. Washington, D.C.: American Council on Education.
Higher education institutions outside the U.S. are actively seeking opportunities to collaborate ... more Higher education institutions outside the U.S. are actively seeking opportunities to collaborate with U.S. colleges and universities—and often find their interest strongly reciprocated by U.S. counterparts. While the motivations and activities of these partnerships vary substantially, their potential for success is always enhanced when collaborators have a mutual understanding of the national higher education landscape in which each of the partners operate. Because the U.S. higher education system is an anomaly—unique among national education systems worldwide—gaining a sense of the broad U.S. higher education landscape is an essential first step in establishing collaborative initiatives. This guide provides the most important information non-U.S. institutions need in order to pursue and develop successful partnerships with U.S. colleges and universities. It may also be useful for people in the U.S. interested in learning more about the country’s higher education system.
A publication of the International Association of Student Affairs and Services – IASAS Published in cooperation with Deutsches Studentenwerk – DSW, 2020
With 250 authors, advisors and editors from over 125 countries this book is a truly global collab... more With 250 authors, advisors and editors from over 125 countries this book is a truly global collaborative effort to capture the diverse, significant and expansive theories, frameworks, practices, models and services provided by Student Affairs and Services in Higher Education across the globe. This comprehensive book is the reference book for scholars, researchers and practitioners across the globe on all matters related to Student Affairs in Higher Education. The informative chapters cover a vast breadth of issues including principles, values, theories and frameworks, professionalization, research and scholarship, social justice, equality and gender issues, engagement, internationalization, retention and graduate competencies, governance and student participation, leadership and migration, a discussion of over 42 functional areas and almost 100 country reports. The authors are of the highest caliber and greatest diversity and share their formidable knowledge and experience, all detailing the immense impact Student Affairs and Services have in Higher Education across the globe.