Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030?

Ilie, Sonia; Rose, Pauline

doi:10.1007/s10734-016-0039-3

Cited by 95 publications

(64 citation statements)

References 24 publications

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“…There has been extensive policy and research attention on the former, relating to equitable admissions procedures (e.g. Ilie and Rose 2016;Marginson 2016;McCowan 2016;Meyer et al 2013;Mountford-Zimdars and Sabbagh 2013), but less so on the latter, relating to the impact of teaching, research, and other activities on equality, as seen in Walker et al's (2009) study of pro-poor professionals.…”

Section: Valuementioning

confidence: 99%

Universities and the post-2015 development agenda: an analytical framework

McCowan

2016

High Educ

109

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Higher education is increasingly acknowledged by national governments and international agencies as a key driver of development, and systems are expanding rapidly in response to rising demand. Moreover, universities have been attributed a central role in the post-2015 development agenda and the achievement of the sustainable development goals. Yet questions of institutional models and their differential impact on society have not received sufficient attention. This paper presents an analysis of the 'anatomy' of the university in order to identify the salient changes in the institution across time and location in relation to knowledge and relationships with society. A framework is proposed structured around three key dimensions: first, 'value'-the extent to which knowledge is treated as intrinsically or instrumentally worthwhile; second, 'function'-the role of the university in terms of storage, transmission, production or application of knowledge; third, 'interaction'-the flow of ideas and actors between the university and society. This analytical framework is then utilised to assess two dominant tendencies in global higher education: commodification and unbundling. Finally, implications are drawn out for universities' potential impact on development in lowand middle-income countries in the context of these contemporary trends.

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Section: Valuementioning

confidence: 99%

Universities and the post-2015 development agenda: an analytical framework

McCowan

2016

High Educ

109

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“…Atualmente, poucos defendem publicamente a universidade enclausurada na qual os acadêmicos buscam o conhecimento por si só, compartilhando-o apenas com outros estudiosos e alguns estudantes-discípulos privilegiados. Embora ainda existam barreiras significativas ao acesso de estudantes desfavorecidos, as instituições de ensino superior expandiram-se consideravelmente em todo o mundo e ofereceram oportunidades a uma proporção mais ampla da população (MARGINSON, 2016;ILIE;ROSE, 2016;MCCOWAN, 2016a). O corpo docente também se diversificou (embora em menor grau que o corpo discente).…”

Section: Introductionunclassified

Os perigos do conceito de impacto no ensino superior (The dangers of the concept of impact in higher education)

McCowan¹

2019

REVEDUC

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ResumoO impacto das instituições de ensino superior na sociedade tem se tornado o foco de atenção política significativa nos últimos anos, mais proeminentemente como parte da avaliação da pesquisa. Este artigo apresenta uma exploração teórica da ideia, identificando as dimensões-chave como fonte, forma, trajetória, intensidade, escala de tempo e destino. Embora reconhecendo a importância da porosidade entre as universidades e a sociedade, e a necessidade de abordar os grandes desafios contemporâneos, cinco perigos do impacto são destacados: a dimensão normativa; o relacionamento linear; imprevisibilidade; medição; e instrumentalização. Como resposta às conceituações dominantes, o artigo propõe a noção do intrínseco generativo como uma base mais robusta sobre a qual basear o trabalho das universidades. AbstractThe impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities.Palavras-chave: Políticas de educação superior, Impacto, Instrumentalização, Engajamento público, Avaliação da pesquisa, Universidades.

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“…Higher education systems have formatted a rational process of expansion in the last decades. Like Marginson's argument, the expansion process has extended to most middle-income countries and to a significant number of low-income ones [7][8][9]. According to data from the UNESCO Institute for Statistics (2018), the gross entrance ratio (GER) in high income countries has moved to a universal stage in 1993.…”

Section: Introductionmentioning

confidence: 99%

Predicting the Participation in Social Science under Expanding System by Using ARIMAX

Chang¹,

Chen²

2019

Proceedings of the 2019 2nd International Conference on Mathematics, Modeling and Simulation Technologies and Applications (MMS

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This study aims to predict the participation pattern related to the social science programs within a high participated higher education system. Taking the expanding higher education system in Taiwan as an example, we collected the series data with student numbers in social science programs and total student enrollment numbers by using the annual statistics report (1950 to 2017) from Ministry of Education. Considered the concurrent series did not fit the classical ARIMA (autoregressive integrated moving average) model, this study selected transfer function in terms of multivariate autoregressive integrated moving average (ARIMAX) models to deal with the target series. First, we applied the cross correlation function to check the relationships between the series. Second, we select the ARIMAX with transfer function to verify the fittest predicting model. The result reveals the selected ARIMAX(1,1,1) model works well for predicting the trend of social science participation in future. This study provides an example to tackle two series variables in ARIMAX process in higher education settings. The finding suggests useful information for related policy makers to renovating the social science programs.

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Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030?

Cited by 95 publications

References 24 publications

Universities and the post-2015 development agenda: an analytical framework

Universities and the post-2015 development agenda: an analytical framework

Os perigos do conceito de impacto no ensino superior (The dangers of the concept of impact in higher education)

Predicting the Participation in Social Science under Expanding System by Using ARIMAX

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