Changes in the governance system for higher education in Peru to meet the challenges of the 21st century

The competition in markets, the distribution of limited resources based on productivity and performance, and the efficient management of universities are changing the criteria of trust and legitimacy of the educational system in Peru. Universities are perceived more as institutions of the public sector, while the services they offer must rather contribute to the modernization of the emerging society and the knowledge economy. Higher Educations reforms - initiated in the 1980s - have been inspired by the successful university organizations that have managed to change their governance and addressed to transform certain bureaucratic institutions into organizations capable of playing active role in this global competition for resources and best talent. Within this context, Peruvian universities are facing two major challenges: adapting themselves to new global perspectives and being able to develop a better response to society demands, needs and expectations. This article proposes a model of governance system for higher education in Peru that gives a comprehensive solution to these challenges, allowing dealing with the problems of universities for their development and inclusion within the global trends. For this purpose, a holistic and qualitative methodologic approach was developed, considering an integrated method which considered educational reality as a whole, understanding its facts, components and elements that affects its outcomes. It is proposed to define a policy for university education in Peru that permeates society, by changing the planning model from a social reform model to a policy analysis model, where the Peruvian State acts as sole responsible for responding to the demanding society as its legal representative complemented with some external and independent bodies that define the basis of best practice, as it is being done in many university models worldwide.

Education 2.0: Exploring the challenges of Corvinus University in the long tail economy of global higher education

Our basic storyline is how the business and economics higher education landscape has changed with the introduction of the Bologna programs. We borrowed the fashionable long tail concept from e-business, and used it for modeling the new landscape of internationalization of universities. Internationalization, mobility, and the appearance of the internet generation at the gates of our universities in our opinion has brought us to a new e-era which, appropriately to our web analogies we might as well call Education 2.0.In our paper first we show the characteristics of the long tail model of the Bologna-based European higher education and potential messages for strategy making in this environment. We illustrate that benchmarking university strategies situated in the head of the long tail model will not always provide strategic guidance for universities sitting in the tail. For underlining some key concerns in the Hungarian niche, we used Corvinus University as a case study to illustrate some untapped challenges of the Hungarian Bologna reform. We explored three areas which are crucial elements of the “tail” strategy in our opinion: a) the influence of state regulation, b) social situations and impacts and c) internal university capabilities.

A felsőoktatási képzések munkaerő-piaci szempontból (Higher education programs from point of view of labor market)

A munkaerő-piaci követelményeknek megfelelően kialakított képzések versenyképesebbek a társaiknál. A napjainkban is zajló magyar felsőoktatási reform központi elemét alkotja a képzések ennek megfelelően történő átalakítása. Mindez létjogosultságot ad egy olyan rendszernek, amely a Budapesti Corvinus Egyetem gazdaságinformatikus BSc-képzésének kompetenciaelemeit kívánja vizsgálni az állásajánlatokban megnyilvánuló munkaerő-piaci igények tükrében. Az ontológiaalapú módszertan egy egységes fogalmi kört biztosít a munkaerőpiac eltérő szemléletű oldalán kifejlesztett modellek egységesítésére és összehasonlítására. ____ Tendencies can be observed on international and domestic levels that call for restructuring of higher education according to the needs of labor market. This paper presents an information system that can investigate the compliance of education programs and current labor market needs. Competences serve as a basis for this compliance checking, which is built on ontologybased approach. Having examined the distribution of roles (developer, operator etc.) appeared in IT job offers in time and space, a prototype of this system will be showed, related to Business Informatics degree program at Corvinus University of Budapest.

A tudományterületi sajátosságok következményei a kutatásban, az oktatásban és a felsőoktatási intézmények vezetésében (The consequences of disciplinary difference on teaching, research and institutional management of higher education)

A szerző tanulmányában vizsgálja a tudományterületek különbségeinek következményeit az oktatásban, a kutatásban és a felsőoktatási intézmények irányításában. A tanulmány első felében a tudományterületek episztemológiai és közösségi különbségeit tárgyalja Becher és Trowler (2001) népszerű kategorizálása alapján. A tanulmány második felében a tudományszerveződésre, a publikációs gyakorlatra, a doktori képzésre, az oktatás céljára és formáira, a diákok tudásképére, valamint a menedzsmentfelfogásra gyakorolt hatást mutatja be. A konklúzióban egyrészt a minőség- és teljesítményértékelési rendszerek differenciált megközelítésének szükségességére hívja fel a figyelmet, másrészt arra, hogy a Bologna-rendszer és az élethosszig tartó tanulás erősödésének következményeként egy-egy mesterszakon nemcsak a hallgatóság háttere, előismerete lesz sokszínű, hanem a tudásról alkotott képe is. Ez újfajta oktatói szerepeket és oktatási megközelítéseket tesz szükségessé. ________ In the article the consequences of disciplinary difference on teaching, research and institutional management is examined. In the first part of the paper the epistemological and sociological differences of scientific disciplines are summarized based on the popular typology of Becher and Trowler (2001). In the second part the influence of differences on organisation of sciences, publication practices, PhD studies, the goal and form of teaching, students’ conception of knowledge as well as on the understanding on management and leadership are discussed. In the conclusions, attention is drawn on the necessity of differentiation in quality and performance management processes. Another conclusion is that new roles for teachers and approaches for teaching is required if students’ conception of knowledge become more heterogeneous which is the result of result of life long learning and Bologna-reform.

Widening participation in higher education: the role of professional and social class identities and commitments

Since the neoliberal reforms to British education in the 1980s, education debates have been saturated with claims to the efficacy of the market as a mechanism for improving the content and delivery of state education. In recent decades with the expansion and ‘massification’ of higher education, widening participation (WP) has acquired an increasingly important role in redressing the under-representation of certain social groups in universities. Taken together, these trends neatly capture the twin goals of New Labour’s programme for education reform: economic competitiveness and social justice. But how do WP professionals negotiate competing demands of social equity and economic incentive? In this paper we explore how the hegemony of neoliberal discourse – of which the student as consumer is possibly the most pervasive – can be usefully disentangled from socially progressive, professional discourses exemplified through the speech and actions of WP practitioners and managers working in British higher education institutions.

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1,158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development (InFo-TED): Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.

In Search of Social Justice: Current Developments in Higher Education and the Labour Market in Bulgaria

The discussions about social justice date from ancient times, but despite the enduring interest in the topic and the progress made, we are still witnessing injustices throughout the world. Thus, the search for social justice, under some form, is an inseparable part of our lives. In general, social justice may be considered as a critical idea that challenges us to reform our institutions and practices in the name of greater fairness (Miller 1999, p. x). In political and policy debates, social justice is often related to fair access (Brown, 2013) but at the same time its meanings seem to vary when we consider different definitions, perspectives and social theories (Zajda, Majhanovich, & Rust, 2006). When seen in the context of higher education, social justice appears in relevant literature as a buzzword (Patton, Shahjahan, Riyad, & Osei-Kofi, 2010). Within the recent studies of higher education and public debates related to the development of higher education, more emphasis is placed on the link between higher education and the economic growth and how higher education could be more responsive to the labour market demands, and little emphasis has been put on social justice. Given this, the present study attempts to at least partially fill the gap with regard to this apparently very topical issue, especially in the context of the unprecedented worldwide expansion of higher education in the last century (Schofer & Meyer, 2005), an expansion that is expected to continue in the next decades. More specifically, the expansion of higher education intensified in the second part of the 20th century, especially after World War II. It was seen as a result of the intertwined dynamics related to demographic, economic and political pressures (Goastellec, 2008a). This trend undoubtedly contributed to the increase of the size of the student body. To illustrate this trend, we may point out that in the period between 2000 and 2007, the number of tertiary students in the world increased from 98,303,539 to 150,656,459 (UNESCO, 2009, p. 205). This growth occurred in all regions of the world, including Central and Eastern Europe, North America and Western Europe, and contributed to raising the number of tertiary graduates. Thus, in the period between 2000 and 2008, the total number of tertiary graduates in the European Union (EU) 27 increased by a total of 35 percent (or 4.5 percent per year). However, this growth was very uneven, ranging from 21.1 percent in Romania to 0.7 percent in Hungary (European Commission working staff document, 2011). The increase of the number of students and graduates was seen as enhancing the social justice in higher education, since it is assumed that expansion “extends a valued good to a broader spectrum of the population” (Arum, Gamoran, & Shavit, 2007, p. 29). However, concerns for a deep contradiction for 21st-century higher education also emerged with regard to its expansion.

The judicious utilization of new technologies through authentic learning in higher education : a case study

Though technology holds significant promise for enhanced teaching and learning it is unlikely to meet this promise without a principled approach to course design. There is burgeoning discourse about the use of technological tools and models in higher education, but much of the discussion is fixed upon distance learning or technology based courses. This paper will develop and propose a balanced model for effective teaching and learning for “on campus” higher education, with particular emphasis on the opportunities for revitalisation available through the judicious utilisation of new technologies. It will explore the opportunities available for the creation of more authentic learning environments through the principled design. Finally it will demonstrate with a case study how these have come together enabling the creation of an effective and authentic learning environment for one pre-service teacher education course at the University of Queensland.

Managerial effectiveness for a new millennium in the global higher education sector

With the global tertiary education environment undergoing some of the most rapid changes it has experienced since the 1980s, a technology-driven new millennium is requiring an unprecedented capacity for change on a number of fronts, one of these being the way managers manage. This article discusses some of the new realities facing tertiary education organizations, one of which is a realization that "knowledge capital" is the lifeline of an organization. It ultimately vests in the people whom successful organizations will lead, motivate, develop, and value in a manner sensitive to global trends of convergent social, cultural, and organizational change. This article suggests that the effective leadership of people will return as the touchstone for success, the technological age notwithstanding, and notes recent theory on increased reliance upon organizational integrity in the form of value-based policy and practice. This article draws on management and futurist theory to suggest some of the "flexibility imperatives" in managing the potentially different-looking work force of the future.