Higher Education Reform: Focusing on National University Reform

2019 ◽  
pp. 197-209
Author(s):  
Akiko Morozumi
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
University Reform ◽  
National University

scholarly journals Welcome to the National University of Germany!

2015 ◽  
Author(s):  
Sebastian Litta
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Key Words ◽  
Higher Education Reform ◽  
Excellence Initiative ◽  
National University

The implications of the German higher education excellence initiative are discussed in this article. Key Words: German higher education reform, excellence initiatives in Germany.

scholarly journals Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market

2018 ◽  
pp. 229-257 ◽  
Author(s):  
Jarkyn Shadymanova ◽  
Sarah Amsler
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Market Competition ◽  
Bologna Process ◽  
Higher Education Reform ◽  
State Regulation ◽  
University Admissions ◽  
National University ◽  
Institutional Strategies ◽  
Policy Agendas

AbstractBetween 1991 and today, the Soviet system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semiprivatized and marketized higher education landscape. Drawing on national and international indicators of higher education in Kyrgyzstan and data about the history and substance of these changes in policy and legislation, this chapter examines key factors which have shaped patterns of institutional differentiation and diversification during this period. These include the historical legacies of Soviet educational infrastructures, new legal and political frameworks for HE governance and finance, changes to regulations for the licensing of institutions and academic credentials, the introduction of multinational policy agendas for higher education in the Central Asian region, changes in the relationship between higher education and labor, the introduction of a national university admissions examination, and the adoption of certain principles of the European Bologna Process. The picture of HE reform that emerges from this analysis is one in which concurrent processes of diversification and homogenization are not driven wholly by either state regulation or forces of market competition, but mediated by universities’ strategic negotiations of these forces in the context of historical institutional formations in Kyrgyzstan.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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