Higher Education Policy Research Papers (original) (raw)

This paper discusses the way in which governance structures in higher education institutions have changed as a consequentie of the rise of the Stakeholder Society. The researchers examine changes in the stakeholders' roles in Flemish higher education. The central question concerns the issue whether external stakeholders have become more influential with regard to the educational activities of universities and colleges. Like Larsen, they use a neo-institutional perspective. They conclude that all Flemish higher education institutions experience growing pressures from the `outside world', but that the way in which stakeholders are actually involved in the internal affairs of the institutions differs remarkably between universities and colleges.

- by and +1
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- Higher Education, Stakeholders, Governance, History of Universities

Higher education has become a politically sensitive issue, making it difficult to achieve institutionalised European-level cooperation and integration policies. Due to specific higher education policy initiatives at a European level and the appreciation of universities as key actors in the development of the European knowledge-based society and economy, it has become more common to emphasise the need for a European perspective on universities. However, nation-states are still solely responsible for regulating higher education and deciding national priorities. In this sense, university autonomy, funding and quality are three specific policy areas of interest for the European Union, as well as for Spain and Catalonia as demonstrated in the recent higher education policies and recommendations. The aim of this thesis is to study how European level higher education policies on university autonomy, funding and quality are adopted at national (Spanish) and regional (Catalan) levels. This research intends to achieve this objective by analysing the European, Spanish and Catalan arenas and by focusing on the three core policy issues selected. The study has a governance and multi-governance perspective with a special focus on how policies are adopted from level to level, and the match that these adoptions have in relation to the intrinsic characteristics of university autonomy, funding and quality. The methodology used to pursue this objective is of qualitative nature based on the analysis of policy documents and semi-structured interviews. The study reveals that the most common goals are very similar at the European, Spanish and Catalan levels. The greatest ‘match’ between policies at the different levels is found in the issue of university autonomy, whereas funding and quality assurance issues have a slight controversy and therefore do not ‘match’ so straightforwardly with the European policies. Reasons behind these findings can be found in the contextual elements of the Spanish and Catalan higher education systems, where in addition to the traditional academic values, historical, political and cultural issues have also an important role.

- by Alicia Betts
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- Higher Education Policy

This paper examines matched unit-record results of 217 students who took both the Collegiate Learning Assessment (CLA) and the National Survey of Student Engagement (NSSE) over a three-year period at a public Master’s-Larger Programs institution in the Northeast. Results indicate that seniors recruited to take CLA using incentives exhibited more engaged behaviors on a range of NSSE items compared to seniors who did not take CLA, suggesting a recruitment bias in the testing population. Further, results confirm previous research by Carini, Kuh, and Klein (2006) that indicates only small relationships between test scores and survey items.

This report is the outcome of a study carried out for the European Delega- tion to Russia on EU-Russia Joint Programmes. The assignment began in January 2013 and will be completed in October 2014, with a conference in Moscow to discuss the study’s findings with Russian and European uni- versities, as well as senior experts on Joint Programmes.
The overall objective of the study was to contribute to the development of the European Higher Education Area (EHEA) and to the implementation of the Bologna Process within the framework of the EU/Russia’s Common Space on Science and Education.
The specific objectives were to complete the study carried out in 2010 by updating the information gathered and producing a catalogue on as many existing EU-Russian Joint Programmes as possible confirmed by both EU and Russian Institutions. The study was meant to examine the extent to which Joint Programmes feature in the internationalisation strategies of Russian universities and look at the degree of institutional support avail- able for their development. Benefits and challenges should be identified.
This report is our account of the study’s findings, best practices and les- sons learnt on Joint Programmes between higher education institutions in Russia and in the EU. It is complemented by a catalogue on examples of EU-Russia Joint Programmes.
We would like to thank the EU Delegation to Russia, the Ministry of Education and Science in Russia, the National TEMPUS office in Russia (currently National Erasmus+ Office), and representatives from EU Mem- bers States in Russia for their support in answering our questions. Above all, we would like to thank all university representatives in Russia, the EU and beyond for their time in completing our questionnaire and respond- ing to all our queries.

- by Svetlana Shenderova and +1
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- Higher Education, Assessment in Higher Education, Transnational Education, Globalization And Higher Education

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

- by Gamze Sart
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- Creative Writing, Entrepreneurship, Management, Psychology

Ce texte se base sur une première analyse des résultats d’une recherche par questionnaire aux élèves de terminale des lycées généraux de la région de l’Οuest de la Grèce . Les questionnaires ont été distribués en mai et juin 2018, donc à la fin des études secondaires et avant le concours national .
L’argumentation initiale focalisait sur les effets de la crise économique sur les motivations des élèves et leurs choix aux études supérieures (Lieury & Fennouillet, 1996; Viau, 2004, 2009). Plus spécifiquement, on argumentait que la crise économique influence tant la vision des études supérieures que les motivations face aux études et aux perspectives de travail. Par conséquent, on a produit un travail sur les motivations afin de pouvoir entrevoir les effets de la crise sur celles-ci.

- by Georgios Stamelos and +1
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- Higher Education, Higher Education Policy

The present paper unveils Booker T. Washington’s thoughts on education and their relevance in the contemporary educational system in India. Education is the most powerful tool which changes our life, society and ultimately country. A proper education moulds an individual’s character and makes his/her life better by inculcating moral values, intelligence, creativity and skills. It shows the way how to live and behave in society with dignity. It strengthens an individual’s head, hand and heart. Booker T. Washington, a renowned African-American educationist, dedicated
his entire life for the empowerment of the coloured people of America through the means of education. His educational model proposes industrial and technical education, agricultural education and training, vocational education, skill based knowledge, moral values, etc.

- by Ars Artium
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- Education, Educational Technology, Adult Education, Teacher Education

Analysis of social and economic conditions of vulnerable/disadvantaged groups of students in Croatia, based on data from the EUROSTUDENT survey and from the Croatian Bureau of Statistics. Report prepared for the Ministry of Science,... more

In this qualitative study, the authors explored how an individual's privileged social or cultural group statuses (e.g., being White, male, or heterosexual) may work in combination with an individual's oppressed group statuses (e.g., being... more

- by Donna Talbot
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- Higher Education Policy, Power and privilege

This article provides an analysis of the concept of "competences, based on an Anglophone bibliography. It supports the argument that "competences" do not constiture merely an operational concept, but rather and foremost a normative one. Given that competences are treated as a basic component of the contemporary policy of the European Union, we have analysed the relative bibliography indicating that the competences, being the cornerstone of employability, are also treated as the primary constituent of the new ideal type of individual adapted to the needs of the new global economy. This design seems to replace the traditional process of socialization. In reality, it is the implementation of a new societal project. A project where the role of the University in promoting competences seems central.

This presentation was given to at the Offre d’enseignement supérieur a l’étranger: incitations bénéfices et modelés économiques – analyse et retours d’expérience workshop on transnational education (TNE) organised by France Stratégie. It sets out the traditional business models for TNE, discussing the way that these are blurring and changing over time. It then considers the forces driving the changes in TNE and speculates on a future in which TNE business models will change so significantly that they will no longer be TNE as we currently understand the concept.

Internationalization to date has been largely focused on outputs. This is true at the institutional, national, and regional levels. Resources, research, and the media concentrate on the quantitative fluctuations associated with student mobility, scholarly publications, transnational partnerships, international student enrollment, and to a growing extent, the number of international faculty and staff. These factors frequently serve as a proxy for measuring global competitiveness and prestige. However, if we are truly focused on the “common good,” they provide little insight into what I argue is a larger—more expansive and more ambitious—mission for internationalization: to develop a sustainably just, globally connected, and interculturally competent society. For that to happen intelligently, what is “vitally important” (Rumbley, 2019) is a re-centering of our work from internationalization outputs to outcomes. I suggest in this discussion that faculty are not only essential actors in internationalization, but a key constituency for bringing outcomes to the fore, as well as an overlooked opportunity for developing synergies between policy, research, and practice.

Os hábitos alimentares possuem um papel fundamental na vida de um ser humano. O Instituto Politécnico da Guarda (IPG) possui um total de 2692 estudantes, que todos os dias fazem escolhas alimentares. Dada a sua importância, este estudo tem por objetivo avaliar: a) as escolhas preferências/seleções alimentares dos estudantes; b) o local do seu consumo e c) a sua composição corporal. Para tal, recorreu-se à realização de um inquérito por questionário, denominado “Hábitos Alimentares da Comunidade IPG”, dirigido a todos os estudantes das quatro unidades orgânicas. Responderam ao questionário cerca de 14% dos estudantes do IPG. Após a análise dos resultados, conclui-se que seria importante sensibilizar os estudantes para a prática de uma alimentação saudável para tal deveriam ser realizadas várias ações de formação nas respetivas escolas, rastreios e até mesmo algumas competições de forma a que as boas escolhas alimentares se realizem de forma motivada e não obrigatória. Como os estudantes dão muita importância às cantinas, esta poderia ser um veículo importante para promover os bons hábitos alimentares.

- by Flávio Simão and +1
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- Public Health Nutrition, Higher Education, Food and Nutrition, Higher Education Management

Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes.

- by Suellen Shay
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- Higher Education Policy, Curriculum, Inequality, Higher education in Brazil

This study examines the differences in the portfolio of institutional
scholarships and the marketing of these awards between flagship
campuses with and without state merit aid programs. Using content analysis techniques to analyze institutional websites of the 16 Southern Regional Education Board (SREB) flagship campuses, three thematic responses emerge that characterize and illustrate the ways in which flagship campuses have shaped their own aid programs to take advantage of state merit scholarships and to advance enrollment goals. These responses can be seen through the reach of the institutional
scholarships, the transparency of the university merit aid programs, and the marketing aims of the scholarship efforts.

- by Erik Ness and +1
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- Higher Education, Higher Education Policy, Student Financial Aid, Role of marketing in higher education

It can be debated as to whether higher education as a culture and industry has become “locked-in” to its systems and processes; but what is less likely to be argued is that the underlying educational mission of higher education is to lead and advance through research and education the future of our society. We have begun to critically ask what academic institutions should be doing to address these current social challenges and who should be held accountable for not only asking these questions, but also making these impactful decisions. Understanding how academic leadership adapts and innovates in a changing societal environment and with fluctuating industry needs is important in order for both graduates and graduate programs to stay relevant and competitive. Nevertheless, as we modify our systems and processes, we need to continue to evaluate our leadership and their successes and failures, so as to learn from them moving forward. We also need to recognize how graduate education is evolving through these large and small scale changes, and what does this mean to our purpose as leaders, faculty, and staff. Identifying value and purpose should be at the core of our educational mission and influential in our curriculum development. Regardless of the role or title, an overall review of the organizational structure may led to a better understanding as to how academic roles, and in particular leadership positions, are assessed and justified both within academic culture and outside of the industry.
There are still a number of questions that have to be asked related to this topic, some that this paper has alluded to and others that this paper has not address but should be explore in future research. Some of those questions including: How do we currently measure graduate school success? Can graduate programs develop a system of longitudinal learning for their graduates and alumni? How can we add value for graduates, to be maintained through an alumni community network? How can academic administration better create this value and establish these partnerships with the professional world? What is the direction and future goal/purpose of graduate education and who is its audience?
While all of these questions have their place and deserve their time to be discussed, we circle back to the main focus of this paper, that being the position and responsibilities of leadership in graduate education and how these roles are appointed. Regardless of the responsibilities, while these individuals might have the academic, scholarly and research background, many academic leaders come in lacking the appropriate knowledge, skills, and competencies to manage and lead and administer larger program visions and responsibilities. How they gain this aptitude seems to vary, leader-by-leader and experience-by-experience. Yet, it begs the question, why can a model not be designed to standardize this process in order to ensure that we are not only identifying leaders with strong academic credentials but also individuals that have vision, passion, progressiveness, and can relate this to the institutional identity and overall mission.
I recognize that this is not a question that I can answer, but the goal here is more to explore and shed light on the question moving forward. Ultimately, this is a long process that is not, and cannot, be answered quickly. Simply substituting these leadership roles will not solve the larger challenges that graduate education faces, though it could be a starting point. There is a cultural change that needs to take place in order for longitudinal and sustainable goals, innovation, and development to occur within graduate education. What is promising however, is the growing recognition that the landscape of graduate education and education in general is shifting. There are new challenges on the horizon, some present and some predicted. Given the research and the qualitative responses from many of those in positions of power and leadership, the seeds of change lie in academic leadership. We need these inspiring, innovative, and open-minded, interdisciplinary leaders to make decisions and guide graduate education forward in the 21st century.

Organizational identity can be designed to reduce the risks of uncertainty about future states of public organizations and the inherent potential issues related to evaluation and assessment. As such, organizational identity may shape a congruent and credible self-representation of the university, where a consistent narrative articulates compliance to diverse institutional frameworks, commitment to organizational distinctiveness, and a sensible rationale for strategic change. By examining the strategic plans of four European universities over a 10-year period of major organizational change, the paper discusses the subtleties of the specific combinations of the three different functions and the implications for institutional leadership.

- by Bjørn Stensaker
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- Business, Public Administration, Higher Education, Organizational Culture

This study is an evaluation of the effectiveness and relevance of an in-service training workshop organized by

We draw on population-level administrative data from the U.S. Department of Education and the Internal Revenue Service to quantify the impact of for-profit college attendance on the employment and earnings of over one million students. Using a matched comparison group difference-indifferences design, we find that certificate-seeking students in for-profit institutions are 1.5 percentage points less likely to be employed and, conditional on employment, have 11 percent lower earnings after attendance than students in public institutions. These results hold for both men and women and for seven of the top ten fields of study. We find that earnings and employment outcomes are particularly poor for students attending for-profit colleges that offer the majority of their courses online and for multi-campus chains. We find that for-profit students experience small, statistically insignificant gains in annual earnings after attendance compared to a matched control group of young individuals who do not attend college. A back-of-the-envelope comparison of these earnings gains to average debt burdens suggests that for-profit certificate programs do not pay off for the average student.

Zgodnie ze strategią OECD Better Skills, Better Jobs, Bettter Lives (OECD 2012) odpowiedzią na wyzwania takie jak, bezrobocie wśród młodych czy nierówności dochodowe ma być efektywne inwestowanie we własne kompetencje i umiejętności. Inwestowanie to, powinno w przyszłości przynieść korzyści nie tylko bezpośrednio zainteresowanym, ale teżco wydaje się niemniej ważne z ekonomicznego punktu widzenia -przyczynić powinno się do sukcesu poszczególnych przedsiębiorstw, a także całych gospodarek (por. Hansson, Johanson, Leinter 2004, CEDEFOP 2014. Niestety, nie zawsze inwestycje edukacyjne, w szczególności te, które nie wymagają zaangażowania własnych środków finansowych -są trafione. W kontekście diagnozy zmian zachodzących w polskiej gospodarce autorstwa OECD (przejście od modelu konkurencyjności kosztowej do modelu imitacyjnej innowacyjności) (OECD 2010) sformułować można tezę, że przykładem często nietrafionej inwestycji edukacyjnej jest wybrany kierunek kształcenia na poziomie wyższym. Problem ten uznany został za istotny przez przedstawicieli MNiSW, którzy postanowilicelem sprzężenia procesów edukacyjnych z wymogami rynku pracy -wdrożyć szereg mniej lub bardziej intencjonalnych działań mających na celu ukierunkowanie kandydatów na studentów na wybór kierunków uznanych za strategiczne dla polskiej gospodarki. Przykładem takiego działania jest inicjatywa związana z zamawianiem kierunków kształcenia na poziomie wyższym.

The OECD is currently engaging in a world-wide feasibility study entitled International Assessment of Higher Education Learning Outcomes (AHELO). This feasibility study seeks to develop measures that would assess student learning outcomes that would be valid across different languages, cultures and higher education institutions. Drawing on anticolonial perspectives, this article provides a critical policy analysis of the AHELO project. Based on a review of the AHELO texts, it presents two themes: 1) crisis and imperial logic in policy production, 2) Anglo-Eurocentrism as global designs and colonial relationships. It argues that, through AHELO, OECD is striving to construct a global space of equivalence for teaching and learning in higher education, and in so doing, perpetuates coloniality in global higher education. It concludes by noting some comparative observations between AHELO and PISA in terms of the increasing role of global knowledge for policy tools in educational policy.

- by Riyad A Shahjahan
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- Globalization, Higher Education, International organizations, Post-Colonialism

This article illuminates the process of using national longitudinal databases for school counseling research. We describe some of the more popular databases, their impact on policy, and some methodological considerations in preparing to analyze the data. As an example, we use data from the Education Longitudinal Study 2002 (ELS) to examine predictors of student contact with school counselors for college information. Implications for counselor training and research are discussed. Suggestions for preparing school counseling doctoral students to use national education longitudinal databases are provided and potential themes for future research are outlined.

- by Julia A Bryan and +1
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- Music Education, Education, Sociology of Education, Special Education

Science policies emphasizing the advanced qualification of human resources, together with democratizing access to science and internationalizing the science base, are shown to help
build the conditions needed to drive brain gain over time.
Exploring a new set of data for the period 1970–2010 in Portugal, this paper focuses on the analysis of flows of doctorates, with the ultimate goal of helping to promote the absorptive capacity that emerging regions and countries worldwide need to acquire to learn how to use science for economic and social development. It shows a notable process of brain gain by the end of this period and, above all, it provides a dynamic approach to the cumulative process of building knowledge-based societies. The results show the need to consider the co-evolution of brain gain, brain drain and brain circulation over time and space. In addition, they suggest the
importance of certain major counter-intuitive policy instruments to facilitate the co-evolution of human capital formation and research capacity building. In the case of Portugal, these instruments have included a centralized program of research grants, research careers independent of traditional
academic career tracks, and a diversified system of funding research units and institutions based on research assessments through international peer reviews.

- by Hugo Horta
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- Science Policy, Higher Education, Human Capital, Higher Education Policy

Educational settings are "racialized." The experiences of students in educational settings and their opportunities to be successful differ by race. We cannot begin to address racial inequities without acknowledging that. (Dowd & Bensimon,... more

- by Cathy Leaker and +1
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- Critical Race Theory, Educational Equity and Justice, Higher Education Policy, Degree Completion

The developments in technology in recent years have deeply affected societies. Artificial intelligence, one of these developments, has also created a revolution in human life. One of the areas that artificial intelligence affects is higher education. Artificial intelligence, which emerged as a result of the digital revolution, is a challenge to higher education. In this respect, how ready are higher education institutions for artificial intelligence? What revolution can artificial intelligence, an output of the digital age, create in higher education institutions? How ready are higher education leaders mentally and strategically for artificial intelligence? What are the ethical limitations of artificial intelligence in higher education? What are the benefits and challenges of artificial intelligence in improving student success, facilitating student enrollment, and better management of higher education resources? questions are a new paradigm in higher education. In the perspective of these questions, this study suggests that artificial intelligence can strengthen universities when used correctly in higher education. However, to realize this thesis, higher education institutions need to reassess and transform themselves in order to continue their mission of research, education and society.Nowadays,many universities strive to devote time and develop themselves to teach their students the skills and knowledge needed to provide the best possible education. Morever, it is especially important for educators and especially higher education leaders and faculty members to understand how artificial intelligence can support educators. In this respect, in this study, questions the role of artificial intelligence in higher education, as well as the applications of artificial intelligence in higher education, and discusses how optimistic institutions of higher education institutions can prepare for future artificial intelligence

The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health oﬃcials’ advice of social distancing could help to ﬂatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

- by Mohamed A Eno
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- Critical Theory, American Literature, African Studies, World Literatures

Since the end of the last century, there have been lots of analyses on the evolution of various basic types of structures of authority and academic governance patterns, public policies and practice models, all together in search of the most effective formula for adapting the higher education institutions to the new educational requirements and trends of the global market, characterized by increasing competition. In this context, our paper provides a succinct analysis of the worldwide trends in the governance and management of higher education with an emphasis on Europe and on the evolution of the Romanian universities, in the context of the public policies promoted during time.

Working-class students tend to be less socially integrated at university than middle-class students (Rubin, 2012a). The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments. These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration. These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a USA university (N = 416). Strategies for increasing working-class students’ social integration at university are discussed.

- by Mark Rubin
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- Sociology, Socioeconomics, Education, Sociology of Education

ne of the unwritten rules of collegiality at a modern university is that one respects the sovereign boundaries of other disciplines. The sociologists do not tell the chemists how to set up their labs, and engineers do not usually try to redefine how English professors should go about analyzing poetry. One might visit a lecture halfway across campus or exchange ideas over lunch. But for the overwhelming majority of professors, teaching assignments, tenure evaluations, and peer review happen within academic disciplines. Between departments, a kind of mutual truce prevails, a 'live and let live' attitude.

After a series of at least five attempts to change the national higher education legal framework, a new legislative framework convergent in a greater extent with the principles of the Bologna Process entered into force in november 2014. Thus, on the one hand, when Moldova joined the Bologna process, changes made in the legislative and regulatory frameworks were developed rather mimetically and through fragmented transposition of procedures and principles governing the Bologna Process. On the other hand, the adjustments made were not substantiated through studies, analysis and comprehensive evaluations of the system.
Are the recent changes in higher education in the Republic of Moldova accomplished on the basis of arguments related to deepening participation in the Bologna Process? Only in the last two years, changes in the legal framework of higher education refer to studies, analyses and policy proposals (see the strengthening of the autonomy of higher education institutions, the change of the funding mechanism etc.). However, the use of evidences in policy grounding is still at an early stage. Therefore, we try to explain and analyse, based on semi-structured interviews with decision-factors, the use of evidences and impact evaluations in policy making which draw the current structural reform in higher education in the Republic of Moldova.

- by Nicolae Toderas and +1
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- Higher Education Policy

College affordability is an issue of major concern for students and families. Need-based aid is one way to tackle this issue, but as more students apply for grants, fewer are able to receive aid. Illinois needs to invest more in programs such as the Monetary Award Program in order to maintain college access for today's students. Student debt topped $1 trillion dollars nationally in 2013. More should be done to help borrowers manage student debt in order to maintain an accessible higher education system in Illinois.

- by Jennifer A . Delaney
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- Higher Education Policy
- by Carl L Bankston
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- Constitutional Law, Diversity, Higher Education, Discrimination (Law)

MOOC represents an ultimate way to deliver educational content in higher education settings by providing high-quality educational material to the students throughout the world. Considering the differences between traditional learning paradigm and MOOCs, a new research agenda focusing on predicting and explaining dropout of students and low completion rates in MOOCs has emerged. However, due to different problem specifications and evaluation metrics, performing a comparative analysis of state-of-the-art machine learning architectures is a challenging task. In this paper, we provide an overview of the MOOC student dropout prediction phenomenon where machine learning techniques have been utilized. Furthermore, we highlight some solutions being used to tackle with dropout problem, provide an analysis about the challenges of prediction models, and propose some valuable insights and recommendations that might lead to developing useful and effective machine learning solutions to solve the MOOC dropout problem.

- by Ali Shariq Imran
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- Computer Science, Distance Education, Machine Learning, Higher Education

Το παρόν βιβλίο διαπραγματεύεται την έννοια της εκδημοκρατικοποίησης της ανώτατης εκπαίδευσης και των ορίων της. Η έννοια εκκινεί ως κοινωνικό αίτημα που γίνεται πολιτικό πρόγραμμα και πράξη. Είναι τέτοιας δυναμικής που από τον Β΄ Παγκόσμιο Πόλεμο και μετά (αργότερα στην Ελλάδα) κυριαρχεί στη συγκρότηση εκπαιδευτικών πολιτικών και μετασχηματίζει συνολικά τα εκπαιδευτικά συστήματα των αναπτυγμένων χωρών και εξειδικευμένα την ανώτατη εκπαίδευσή τους. Τα αποτελέσματά της είναι διφορούμενα. Από την μια, πέραν πάσης αμφιβολίας πέτυχε νέες πληθυσμιακές ομάδες να αποκτήσουν πρόσβαση και εμπειρία στην ανώτατη εκπαίδευση (ποσοτική εκδημοκρατικοποίηση). Από την άλλη, αν το βασικό διακύβευμά της ήταν η εξάλειψη του κοινωνικού αποτυπώματος στις εκπαιδευτικές πορείες τότε σίγουρα αυτό δεν επιτεύχθηκε. Σήμερα, λόγω της γιγάντωσης του συστήματος ανώτατης εκπαίδευσης και της αδυναμίας των κυβερνήσεων να καλύψουν το κόστος λειτουργίας του έχει αρχίσει να τίθεται σε αμφισβήτηση η αξία και το νόημα της εκδημοκρατικοποίησης.

Knowledge based relevant education is strategically important for the economic growth and social development of any country or region. However-according to OECD Jobs for Youth report 2010-youth unemployment hits records in Europe and causes concerns all over the world. Governments have responsibility for nurturing dual vocational training programs as traditionally done in Austria, Germany and Switzerland. These programs not only guarantee employment after graduation but emphasize special skill development of youth. Dual type of education seems to be effective at the level of tertiary education too. Engaging business, industry and local governments in education can create exceptional synergy in higher education, enabling higher education institutions to follow rapid technological changes and advance new learning technologies. The Hungarian government – following a 2 year long pilot period-has undertaken huge structural changes in its higher education system in order to adapt the German model of dual education and make room for plenty of new BA degree programs. This paper aims to present the dual program implementation tool set (institutional, legal, financial) and the Hungarian way of adaptation of this foreign educational innovation. The study is based on the empirical evidence collected from the national level data and documents and a closer scrutiny of experiences of institutions concerned. The study also draws up desirable results and visions of the future.

- by Réka Tózsa
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- Higher Education Policy, Innovations in Higher Education
- by Julie Park
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- Higher Education, Higher Education Policy, Admissions