brochure iiep pubs on he revised jul 09

7/28/2019 Brochure IIEP Pubs on HE Revised Jul 09

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International Institute for Educational Planning

IIEP Publications on

Higher Education

International Institutefor Educational Planning

Institut international de

planification de lducation


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Published by:

UNESCO Internatonal Insttute for Educatonal Planning

7-9 rue Eugne-Delacroix, 75116 Paris, France

E-mail: [email protected]

Website: www.iiep.unesco.org

Printed at the IIEP


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Introduction

The UNESCO Internat

onal Inst

tute for Educat

onal Planning (IIEP) was created in 1963 in Paris, Franceto help Member States improve the quality and effectveness of their educaton systems. It is supported

by grants from UNESCO and by voluntary contributons from Member States and others.

IIEP is an integral part of UNESCO and subscribes to UNESCOs main priorites, yet it enjoys a large

amount of autonomy. It strengthens the capacity of countries to design, plan and manage their

educaton systems in a rapidly changing world. It does this through training, research, technical

assistance, networking and informaton-sharing.

IIEPs Programme and Publicaons on Higher Educaon

Higher educaton plays a critcal role in development and universites are important agents for

social change. Higher educaton insttutons are essental for generatng knowledge and training

personnel for modern knowledge-based economies. The past decade has raised new challenges

with declining public funding, demographic changes, globalizaton and the increasing digital

divide.

IIEP research projects are addressing the following issues:

Enhancing capacity of higher educaton in developing countries

Restructuring university administraton, finances and technology

New mechanisms for quality assurance

Managing changing university-industry links

ICTs and the virtual university

Improving professional educaton and facilitatng the transiton to the labour market.

This Brochure provides references to IIEPs publicatons on higher educaton, including books in the

series Trends in higher educaton; policy forum reports; IIEP research papers; and training materials.

Print editons are available for purchase from the Insttute and the prices indicated include airmail

shipment. Electronic editons can also be downloaded free of charge from the Insttutes website

(publicatons from 2000 to date):

www.iiep.unesco.org/informaton-services/publicatons/search-iiep-publicatons.html

Enquiries and orders should be addressed to: [email protected]

Special web focus on Higher Educaon

To coincide with the World Conference on Higher Educaton in July 2009, IIEP is running a special web

focus. The current situaton and challenges faced around the world are presented in six main themes:

Globalizaton and Higher Educaton

Private Higher Educaton

Quality Assurance in Higher Educaton

Research and Development in Higher Educaton

Higher educaton, rural development and poverty alleviaton

Conclusion: Perspectves on Higher Educaton (see website in August).

At the end of the Brochure, you will find artcles and references related to the different themes as well

as the conclusion: Perspectves on Higher Educaton:

www.unesco.org


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IIEP Publications on Higher Education

External quality assurance in higher educaon: making choices

by Michaela Martn and Antony Stella Fundamentals of educatonal planning N 85

2007, 111 p. ISBN: 978-92-803-1304-8 IIEP/UNESCO Publishing Price: 15

External quality assurance (EQA) has become one of the most important items on

the policy agendas of higher educaton systems across the world. Public authorites

are finding themselves compelled to assess whether their traditonal structures for

quality assurance are stll valid, and whether they should create new mechanisms. This

publicaton discusses the different optons available and intends to be of practcal use

for natonal decision-makers faced with the challenge of designing an EQA system that

not only corresponds to internatonal good practce, but is also in line with natonal

policy goals.

Assurance qualit externe dans lenseignement suprieur : les opons

par Michaela Martn et Antony Stella Principes de la planificaton de lducaton No. 85

2007, 123 p. ISBN : 978-92-803-2304-7 Prix : 15

Lassurance externe de la qualit figure en bonne place dans les ordres du jour politques

des systmes denseignement suprieur dans le monde. Cet ouvrage discute des

diffrentes approches possibles pour les dcideurs qui veulent concevoir un systme

non seulement respectueux des bonnes pratques internatonales mais galement

conforme aux objectfs de la politque natonale.

Construire un tableau de bord pour lenseignement suprieur : un guide praque

par Michaela Martn et Claude Sauvageot ; projet coordonn par Bertrand Tchatchoua

2009, 91 p. ISBN : 978-92-803-2329-0 Prix : 7

Pour rpondre une forte demande sociale, les systmes denseignement suprieur

se diversifient et se modernisent. Leur expansion implique une transformaton rapide

du cadre insttutonnel, de loffre de formaton et des pratques denseignement, mais

galement de leur mode de gouvernance. En partculier, en change dune plus grandeautonomie accorde aux tablissements denseignement suprieur, les autorits

publiques leur demandent dlaborer leur propre politque insttutonnelle, dlaborer

des plans stratgiques et de dmontrer les rsultats obtenus.

Les tablissements sont donc obligs de renforcer leur capacit de geston et de mere en place

des systmes dinformaton et des dispositfs de suivi plus performants. Les tableaux de bord pour

lenseignement suprieur deviennent ainsi des outls de geston et de communicaton indispensables.

Quelle est la meilleure faon de construire un tableau de bord pour un systme denseignement

suprieur ? Cet ouvrage consttue un outl mthodologique indispensable aux planificateurs de

lducaton pour leur permere de raliser un projet de tableau de bord. En tablissant un lien clair

et vident entre le contexte dans lequel le tableau de bord sinscrit et les objectfs auxquels il doit

rpondre, ce guide propose une dmarche mthodologique conduisant la ralisaton de cet outl.


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Cross-border higher educaon: regulaon, quality assurance and impact (Chile, Oman, Philippines,

South Africa)

Volume 1 edited by Michaela Martn New trends in higher educaton series

2007, 363 p. ISBN: 978-92-803-1302-9 Price : 12

Higher educaton systems worldwide are undergoing manifold changes, including a

significant increase in private provision. This includes cross-border higher educaton

where insttutons, programmes, students and/or staffcross natonal borders.

Cross-border higher educaton offers both opportunites and challenges for educaton

systems, their respectve communites and countries at large. The challenges are

especially important in developing countries, where social demand for higher educaton

is high and expected to increase. Yet many of these countries lack adequate regulaton

and quality assurance mechanisms.

An IIEP research project analyzed the status, specific features and impact of cross-border provision.

It focused on insttutonal and programme mobility, which pose the greatest challenges to natonal

authorites. Seven case studies from Africa, Asia and Latn America were chosen.

This first volume of the publicaton presents a comparatve synthesis as well as the cases of Chile,

Oman, the Philippines and South Africa.

Cross-border higher educaon: regulaon, quality assurance and impact (Argenna, Kenya, Russia)

Volume 2 edited by Michaela Martn New trends in higher educaton series

2007, 351 p. ISBN: 978-92-803-1303-1 Price: 12

Globalizaon of higher educaon and cross-border student mobility

by N.V. Varghese IIEP Research Paper 2008, 29 p. e-publicaton only

Cross-border higher educaton has become an important mode for globalizing higher

educaton and implies the mobility of students, teachers and programmes crossing

natonal boundaries. In the context of globalizaton, it has become a market-driven

actvity involving numerous providers and aractng thousands of students. Based upon

the data on student mobility, this paper aempts to discuss the paern of cross-border

student flows and provide some plausible explanatons for the observed paerns.

Instuonal restructuring in higher educaon within the Commonwealth of Independent States


InternationalInstituteforEducationalPlanning

N.V. Varghese

Institutionalrestructuring in highereducation within theCommonwealth ofIndependent States

Research papers IIEP

The expansion of the market economy has led to several reforms in higher educaton,

changing the way university actvites are organized, how services are provided and how

insttutons are managed. The reforms initated within the Commonwealth of Independent

States (CIS) have many common elements, including a revised curriculum, new courses,

a credit-based assessment system, student evaluaton systems, cost recovery measures

and the mix of state- and privately-funded students. Insttutonal restructuring can be

necessary for financial reasons or to improve the quality of educaton. This paper argues

that the restructuring process in CIS countries was aimed more at improving the relevance of higher

educaton insttutons to compete in an increasingly globalized world. Case studies are provided from

universites in Armenia, Belarus, Kazakhstan, Kyrgyzstan and the Russian Federaton.


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Accreditaon and the global higher educaon market

edited by Gudmund Hernes and Michaela Martn Report of an IIEP Policy Forum

2008, 284 p. ISBN: 978-92-803-1309-3 Price: 12

The changes that higher educaton are undergoing are ofen interrelated. The

globalizaton of professions and mobility of professionals highlight the need for

insttutons to deliver internatonally recognized qualificatons, allowing for comparability

of educatonal standards. This report presents the papers and discussions recorded

during a policy forum held at IIEP in 2005 on how to design accreditaton systems in

line with internatonal good practce and natonal policy agendas for higher educaton.

Issues of regulaton and quality assurance of cross-border educaton providers were also addressed.

Knowledge for the future: research capacity in developing countries

by Bikas C. Sanyal and N.V. Varghese IIEP Research Paper 2007, 21 p. e-publicaton only

Knowledge has become a critcal factor for economic growth. Governments and public

universites play an important role in its producton and distributon. At present, given its

role in producton and profitability, producing knowledge has also become an important

corporate concern. Investments in research and development (R&D) have therefore

increased substantally in the developed countries.

Public investment in R&D in developing countries is rather low, however, and private

investment is not forthcoming. This is contributng to a widening of the knowledge divide between

developed and developing countries. There is a need for the developing countries to improve their

R&D capacity by investng in their financial and human resources.

The role of universites remains unchallenged in the area of research training. This paper argues for

reviving and strengthening the university system in developing countries to reinforce their research

capacites. This implies increased levels of resource allocaton to higher educaton and research,

encouragement of private investment in R&D actvites, an expansion of graduate programmes and

greater female partcipaton in R&D.

GATS and higher educaon: the need for regulatory policies


Whereas educaton used to be considered a public good, it has now become an

internatonally tradable commodity. It is therefore important to look at how educatonal

provision, quality and financing are affected by the General Agreement on Trade in

Services (GATS), a multlateral agreement signed in 1995. The higher educaton landscape

in partcular is undergoing a process of significant change. Nevertheless, countries

must remain aware that even if they do wish to open up an area such as educaton to

internatonal trade, they can retain control over a certain number of parameters. This

paper analyzes the implicatons of GATS for educaton systems in developing countries and discusses

the importance of regulatory mechanisms for these countries.


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International Institutefor Educational Planning IIEP Publications on Higher Education

7

External quality assurance: opons for higher educaon management

by Michaela Martn and Antony Stella IIEP Training Materials

2006, one set of 5 modules e-publicaton only

This material was developed for decision-makers and managers in government

departments such as ministries of educaton, buffer organizatons of higher educaton and

quality assurance agencies whose task it is to design or develop the natonal framework

for external quality assurance. These modules are intended to provide support for their

decisions related to external quality assurance, while discussing those optons and their

implicatons which have been successfully tested in a variety of countries. Accessible

to all, the modules are designed to be used in various learning situatons, from independent study to

face-to-face training.

Publi en franais:Assurance externe de la qualite : optons pour les responsables de lenseignement

suprieur

The virtual university: Models & messages. Lessons from case studies

edited by Susan DAntoni 2006, 451 p. ISBN: 978-92-3-104026-9

IIEP/UNESCO Publishing Price: 15

This publicaton is the fruit of an IIEP study on the virtual university and e-learning,

undertaken to illuminate the policy, planning and management challenges of these new

or evolving insttutons. It presents the stories of eight insttutons, their policy, planning

and management challenges and the lessons that they have learned. Three background

chapters describe the context for the case studies and their messages, elaboratng the

societal trends that impact higher educaton, the challenges and opportunites that

universites face, and the impact of borderless educaton. The case studies were selected to represent

the main emerging insttutonal models, as well as a range of geographic regions. Taken together, they

present a rich and diversified overview of the virtual university, the changing landscape of higher

educaton, and the potental of a global marketplace.

This is the second editon of this publicaton. Thefirst was released in 2003 as IIEPsfirst web publicaton.

It received such a high level of interest that IIEP invited the authors to prepare a new secton to update

the case studies, and published a second editon in 2006 in both web and print versions.

External quality assurance of higher educaon in Anglophone Africa

by Michaela Martn, Jimena Pereyra, Mala Singh and Antony Stella Report of an IIEP distance

educaton course, 25 September-22 December 2006 2007, 66 p. e-publicaton only

In recent decades, most higher educaton systems have experienced an overall trend of

expansion and insttutes have become more numerous and diversified. Many countries

have promoted the development of private educaton as a means of satsfying social

demand within the context of a restricted budget. This has resulted in an unequal

provision of educaton in terms of quality, and natonal authorites have found it more

complex to assure quality through traditonal mechanisms.

IIEP undertook a research programme to explore the organizatonal and methodological

opt

ons of diff

erent external quality assurance systems. A distance educat

on course was then developedbased on this, to help set up natonal mechanisms for quality assurance, develop existng systems and

evaluate current practces. This is a report based on the course held in 2006.


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Growth and expansion of private higher educaon in Africa

edited by N.V. Varghese New trends in higher educaton series

2006, 248 p. ISBN: 978-92-803-1294-2 Price: 12

The private sector is a fast growing segment of higher educaton in many African countries.

Both policy support and increasing social demand for higher educaton have created

a supportve environment for the growth and expansion of private higher educaton

insttutons in Africa. This expansion primarily takes the form of self-financing or for-profit

insttutons, while some are funded by religious agencies. This publicaton is based on

IIEP research and a policy forum held in 2004 in collaboraton with the Associaton of

African Universites (AAU) and the Associaton for the Development of Educaton in Africa (ADEA). It

analyzes the policy changes that have taken place in a number of African countries in favour of the

private sector, both as a reacton to and as a stmulus for the new trends. It examines the paerns in

the growth and expansion of private higher educaton insttutons, and their management and sources

offinancing. As in other parts of the world, it appears that the private higher educaton insttutons

that sprang up in the 1990s in Africa are ofen small in size, offer courses in limited subject areas and

concentrate on market-friendly themes.

Private higher educaon in Africa

by N.V. Varghese Paper presented at a policy forum, Accra, Ghana, 2-3 November 2004

2004, 30 p. e-publicaton only

Public universites have had a near monopoly in providing higher educaton in countries

of Africa up untl recent years. The market-friendly reforms initated under the structural

adjustment programmes, the deregulaton policies, and the financial crisis of the state

have created an encouraging environment for the emergence of the private higher

educaton sector. This is the revised version of a paper presented at the Policy Forum

Private higher educaton in Africa, held in Accra, Ghana in 2004. It aempts to analyze

the growth and expansion of private higher educaton in Africa.

Private higher educaon in Kenya

by N.V. Varghese New trends in higher educaton series

2005, 81 p. Price: 12

This publicaton looks at educatonal policy in Kenya, focusing on the increase in private

higher educaton. Kenya has a relatvely long history of private higher educaton, with

the first establishment of a private university in 1969. It was in the 1990s that Kenyan

educaton policy partcularly began to encourage the seng up of private higher

educaton insttutons.

The study analyzes policy changes in Kenya in favour of the private sector, as well as

trends and paerns in the expansion of private higher educaton insttutons, and sources offinancing

an management. There are two main types of such insttutons in Kenya: for-profit insttutons offering

courses in limited, but market-friendly subject areas, drawing their income mainly from student fees;

and those sponsored by religious organizatons.


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Private higher educaon in Bangladesh

by Mahmudul Alam, M. Shamsul Haque and Syed Fahad Siddique; edited by N.V. Varghese

IIEP Research Paper 2007, 53 p. e-publicaton only

This study is part of an IIEP research project to examine the private sector of higher

educaton. The study looks at policy changes in Bangladesh in favour of the private

sector, trends and paerns in the growth and expansion of private higher educaton

insttutons, and the sources of financing and management of these insttutons.

Although there were discussions on establishing private universites as of the 1980s, the

Parliament Act on this was passed in 1992. The first private university was established in

the same year. Now there are more than 50 private universites in the country. This study shows that

the private universites in Bangladesh, as in many countries, offer courses in limited market-friendly

subject areas, and their income relies mainly on fees collected from students. Some of them are

affi

liated to foreign universit

es.

Private higher educaon in Georgia

by George Sharvashidze New trends in higher educaton series

2005, 99 p. Price: 12

This study examines educaton policy changes in Georgia, which have in recent years

favoured a transiton towards private higher educaton. It analyzes trends and paerns

in the growth and expansion of private higher educaton insttutons in Georgia, and

looks at the sources offinancing and management of such insttutons. Amongst other

findings, the study shows that many private higher educaton insttutons that sprang upin the 1990s are small in size and offer courses in limited subject areas, even in market-

friendly fields, and that the main source of income is represented by student fees.

Private higher educaon

by N.V. Varghese Report of a policy forum, Tbilisi, Georgia, 25-26 April 2002

2004, 252 p. ISBN: 92-803-1272-3 Price: 12

In many countries, the private sector is the fastest growing segment of higher educaton,

whereas in the past, universites in most countries were dependent on public funding.

Private higher educaton insttutons may be publicly funded, self-financing or for-profit.The IIEP initated a research project to examine the private sector of higher educaton

mainly in transiton economies and selected countries of Asia and Africa. The studies

analyzed policy changes in favour of the private sector, trends and paerns in the

growth and expansion of private higher educaton insttutons, as well as the sources offinancing and

management. Based on these studies the IIEP and the Internatonal Insttute for Educaton Policy,

Planning and Management (EPPM) organized a policy forum in Tbilisi, Georgia and published the papers

prepared for the policy forum in this report.


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Reforming higher educaon in the Nordic countries: studies of change in Denmark, Finland,

Iceland, Norway and Sweden

by Ingemar Fgerlind and Grel Strmqvist New trends in higher educaton series

2004, 265 p. ISBN: 92-803-1267-7 Price: 12

This book describes how the systems of higher educaton have changed in the Nordic

countries over the past two decades in response to multple demands, which include

expansion, diversificaton, accountability, quality control, internatonalizaton and

globalizaton. Internatonally, there is an interest in how these countries have handled

such demands whilst experiencing fiscal pressures and striving to maintain quality and

increase equity. Within the Nordic countries, policies and reforms in higher educaton

are the subject of much debate. The study examines the role of the market and the state in five

Nordic countries, as higher educaton and research are regarded as important politcal tools in the

development of natonal and regional economies. An overview and analysis of the systems of higher

educaton is provided in the light of global and European developments. Finally, the book looks at how

the different countries consider the traditon of lifelong educaton, the barriers between university and

non-university insttutons and the partcipaton in higher educaton by men and women.

Entrepreneurialism and the transformaon of Russian universies

by Michael Shaock, Evgeni Kniazev, Nikolay Pelikhov, Aljona Sandgren & Nikolai Toivonen

New trends in higher educaton series 2004, 334 p. ISBN: 92-803-1268-5 Price: 12

Since the fall of communism, the Russian university system has suffered the most serious

financial downturn together with one of the most dramatc expansions of any European

country. Economic and social pressures provided opportunites for change and many

Russian universites were transformed in the process. This book shows, through a series

of case studies, how Russian universites rode the storm of marketzaton and created

new original forms and structures, new ways offinancing themselves with much less

dependence on the state and new partnerships with regional state agencies and industries. They

demonstrate that entrepreneurialism can be transformatonal and that the new organizatonal features

that are emerging may offer important new models for other advanced industrial economies.

Instuonal restructuring in higher educaon in Asia: trends and paerns

by N.V. Varghese

Theme paper prepared for a Policy Forum in Asia, 23-24 August 2004, Hue City, Vietnam

2004, 33 p. e-publicaton only

During the 1980s, the economic crisis reduced the efficacy of the state to support higher

educaton. Universites in developing countries were faced with further problems as

trends during the structural adjustment programmes diverted pubic investment from

higher to primary educaton. The sector was forced to respond by devising strategies to

reduce financial reliance on public funds. Educaton played an important role in shaping

the paern of development in East Asia and in general, the insttutonal restructuring

process has resulted in beer functoning insttutons providing good quality courses. Politcal control

on universit

es has been reduced and inst

tut

onal capacity has been improved to respond quicklyto societal needs and market demands. The East Asian experience shows that the success of the

insttutonal restructuring process lies in the reliance on incentves to motvate individuals to change

rather than on mandates to comply.


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Educaon for rural development: towards new policy responses

A joint study conducted by FAO and UNESCO

edited by David Atchoarena and Lavinia Gasperini

2003, 404 p. ISBN: 92-803-1220-0 Price: 20 IIEP-UNESCO Publishing/FAO

Published in French, Spanish & Chinese

More than half of the worlds populaton and more than 70 per cent of the worlds poor

are to be found in rural areas, where hunger, illiteracy and low school achievement are

common. Educatng a large number of people in rural areas is crucial for achieving

sustainable development. For many years, policy-makers and educaton specialists have

focused on practcal and occupatonal agricultural skills training, provided mainly at the

secondary and tertary levels. Yet, a more holistc approach is necessary. This book

describes trends and innovat

ons to improve the provision and quality of basic educat

on in ruralareas, discusses skills development challenges, and analyzes strategies developed by higher educaton

insttutons.

Higher educaon for rural development : the experience of the University of Cordoba

by Eduardo Ramos and Maria del Mar Delgado Educaton for rural people series

2005, 90 p. Price: 12

Reforming higher agricultural educaon instuons: the case of the School of Agriculture at

Monterrey Tech

by Manuel Zertuche Educaton for rural people series

2005, 963p. Price: 8

The reform of higher agricultural educaon instuons in China

by Yonggong Liu and Jingzun Zhang Educaton for rural people series

2004, 107 p. Price: 12 Published in Chinese

The deep change process in Zamorano : 1997-2002

by Keith L. Andrews Educaton for rural people series

2004, 96 p. Price: 12 Published in Spanish.

The naonal accreditaon system in Colombia: experiences from the Naonal Council of

Accreditaon (NCA)

by Jos Revelo Revelo, Carlos Augusto Hernndez New trends in higher educaton series

2003, 132 p. Price: 12

In pursuit of connuing quality in higher educaon through accreditaon: the Philippine

experienceby Adriano A. Arcelo New trends in higher educaton series

2003, 134 p. Price: 12


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Accreditaon in the higher educaon system in Hungary

by Tams Kozma New trends in higher educaton series

2003, 165 p. Price: 12

Accreditaon in the United States: origins, developments and future prospects

by Elaine El-Khawas New trends in higher educaton series

2002, 296 p. Price: 12

External quality assurance in Indian higher educaon: case study of the Naonal Assessment and

Accreditaon Council (NAAC)

by Antony Stella New trends in higher educaton series

2002, 132 p. Price: 12

The management of university-industry partnerships in Eastern Asia

by Michaela Martn Report of an IIEP/ESMU distance educaton course, 2 April-5 July 2002

Improving the managerial effectveness of higher educaton insttutons series

2003, 148 p. Price: 12

The limits of diversificaon to sources of funding in higher educaon

by N.V. Varghese IIEP Contributons N 45

2002, 23 p. Price: 5

Transformaon and instuonal quality management within a South African university: a case

study of the University of the Orange Free State

by A.H. (Kalie) Strydom and Somair Holtzhausen


2001, 166 p. Price: 12

Management of university-industry linkages

by Gudmund Hernes and Michaela Martn

Report of a policy forum, IIEP, Paris, 1-2 June 2000

2001, 223 p. ISBN: 92-803-1206-5 Price: 12

Aacking urban poverty: the role of the SNDT Womens University, Mumbai, India:

the Gilbert Hill Programme

by K. Kamath, S.A. Udipi and M.A. Varghese

Strategies of educaton and training for disadvantaged groups series

2001, 64 p. Price: 12

Managing university-industry relaons: a study of instuonal pracces from 12 different countries

by Michaela MartnImproving the managerial effectveness of higher educaton insttutons series

2000, 173 p. Price: 12


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The management of university-industry relaons: five instuonal case studies from Africa,

Europe, Lan America and the Pacific region

by Michaela Martn

Improving the managerial effectveness of higher educaton insttutons series2000, 263 p. ISBN: 92-803-1194-8 Price: 12

Strategic financial management in Southern African universies

by Michaela Martn, Susan DAntoni and John Hall


1999, 77 p. Price: 12

Perspecves on quality management within a United Kingdom university: a case study on De

Montort Universityby Philip M. Cox Improving the managerial effectveness of higher educaton insttutons series

2000, 139 p. Price: 12

Evaluang higher educaon

by Jeanne Lamoure Rontopoulou Fundamentals of educatonal planning N 60

1999, 104 p. ISBN: 92-803-1170-0 Price: 15

Publi en franais

Improving the effecveness of higher educaon instuons through inter-university co-operaon:

the case study of Peking University

by Min Weifang Improving the managerial effectveness of higher educaton insttutons series

1999, 85 p. Price: 12

Strategic planning, informaon systems and organizaonal development at the University of

Botswana

by Richard Neill and Thabo Mokoena Improving the managerial effectveness of higher educaton

insttutons series

1999, 90 p. Price: 12

The role of the university in inial teacher training: trends, current problems and strategies for

improvement

by Michaela Martn IIEP Contributons N 32

1999, 82 p. Price: 5

Aacking urban poverty : how universies can help. Project TELL (New York City).

Telecommunicaons for learning

by Helen Birenbaum and William Kornblum

Strategies of educaton and training for disadvantaged groups series

1999, 61 p. ISBN: 92-803-1179-4 Price: 8


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Diversificaon of sources and the role of privazaon in financing higher educaon in the Arab

States region

by Bikas C. Sanyal IIEP Contributons N 30

1998, 43 p. Price: 5

The reform and policy of decentralized management of higher educaon

by Bikas C. Sanyal Report of a workshop, Haikou City, Hainan Province, China, 18-22 November

1996

1998, 119 p. Price: 10

Strategies for higher educaon in Asia and the Pacific in the post-Cold War era

by Bikas C. Sanyal IIEP Contributons N 29

1998, 43 p. Price: 5

Management of higher educaon with special reference to financial management in African

countries

by Bikas C. Sanyal and Michaela Martn IIEP Contributons N 28

1998, 46 p. Price: 5

Creang space for women: gender-linked factors in managing staff in higher educaon instuons

by Anna E.M. Smulders Improving the managerial effectveness of higher educaton insttutons

series

1998, 64 p. Price: 12

Capacity building and instuonal development in higher educaon in Kenya

by Shem Oyoo Wandiga Improving the managerial effectveness of higher educaton insttutons

series

1997, 169 p. Price: 12

Managing university-industry relaons: the case of the Centre for Technological Innovaon at

UNAM, Mexico

by Jos Antonio Esteva Maraboto Improving the managerial effectveness of higher educaton

insttutons series

1997, 69 p. Price: 12

Instuonal management in higher educaon in South-East Asian countries

by Bikas C. Sanyal, H; Rosnah H. Ramly and Juliana Nzomo

Report of a sub-regional training workshop, Darussalam, Brunei, 9-27 November 1994

1996, 104 p. Price: 5

Management of Francophone and Anglophone universies in Africa: a comparave analysisby Bikas C. Sanyal IIEP Contributons N 21

1995, 24 p. Price: 5


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Governance, leadership and change in universies

by John Dearlove Issues and methodologies in educatonal development N 11

1995, 30 p. Price: 6

Instuonal management in higher educaon in Western Africa

by Bikas C. Sanyal, Mioko Sato and Nicolas Kotey

Report of a sub-regional training workshop, Accra, Ghana, 9-24 June 1994

1995, 259 p. Price: 5

Higher educaon in Brazil: trends and recent developments in resource allocaon policies

by Jacques R. Velloso IIEP Research Report N 100

1994, 48 p. Price: 5

The management of double intakes: a case study of Kenyaa University

by Kilemin Mwiria and Mulat S. Nyukuri


1994, 70 p. Price: 12

Implemenng change to improve the financial management of Makerere University, Uganda

by F.O. Passi IIEP Occasional Paper N 82

1994, 64 p. Price: 5

Raonalizaon of curricula, Katholieke Universiteit, Leuven, Belgium

by R. Vandenberghe, H. De Neve, E. Breunig and S. De Valck


1994, 45 p. Price: 8

Management of innovaon: a case study of the Birla Instute of Technology and Science, Pilani,

India

by C.R. Mitra


1994, 25 p. Price: 8

Improving managerial effecveness of higher educaon instuons : the case of UNAM, Mexico

by Esperanza Hirsh de Trejo


1994, 25 p. Price: 8

A case study of an instuonal merger in Hubei Province, Peoples Republic of China

by Min Weifang

Improving the managerial effectveness of higher educaton insttutons series1994, 74 p. Price: 12


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Implemenng a faculty assessment system: a case study at the University of Pisburg, USA

by John Weidman and Daniel C. May


1994, 44 p. Price: 8

Amalgamaon at the University of Sydney, Australia: the instuonal viewpoint

by Michael Taylor


1994, 27 p. Price: 8

Managing budget deficits in higher educaon: the experience of the University of Edinburgh,

Scotland

by Melvin D. CornishImproving the managerial effectveness of higher educaton insttutons series

1994, 38 p. Price: 8

Improving managerial effecveness at the University of Joensuu, Finland

by Seppo J. Hl and Kyst Pulliainen


1994, 81 p. Price: 12

The restructuring of higher educaon in Australia

by Miriam Henry IIEP Research Report N 99

1994, 34 p. Price: 5

Higher educaon and employment: an internaonal comparave analysis

by Bikas C. Sanyal

Initally published by Falmer Press in 1987; Reprinted by IIEP 1993, 237 p.

Price: 12

Student loans in higher educaon. 4. Lan America and the Caribbean

by Maureen Woodhall Educatonal forum series N 4

1993, 136 p. Price: 10

Collaborang for educaonal change in non-formal basic educaon

by Sheldon F. Shaeffer

Report of an IIEP seminar and workshop, Nairobi, Kenya, 21-29 January 1992

1992, 115 p. Price: 5

Strategic management in Western European universies

by Michaela MartnIssues and methodologies in educatonal development N 9

1992, 63 p. Price: 6


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Student loans in higher educaon. 3. English-speaking Africa


1991, 94 p. Price: 10

Student loans in higher educaon. 2. Asia


1991, 94 p. Price: 10

The assessment of managerial effecveness at universies in developing countries: a case analysis

by H.R. Kells Issues and methodologies in educatonal development N 6

1991, 29 p. Price: 6

Improving the effecveness of the management of innovaon and change in higher educaon

by Allan Schofield Issues and methodologies in educatonal development N 1

1991, 29 p. Price: 6

Student loans in higher educaon. 1. Western Europe and the USA


1990, 76 p. Price: 10

Study abroad and educaonal development

by William D. Carter Fundamentals of educatonal planning N 19

1973, 49 p. ISBN: 92-803-1059-3 IIEP/UNESCO Publishing Price: 7


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18

Globalizationandhighereducation

Knowledgehasbecomeacrucialelementfor

promotingeconomicgrowthanddevelopment.

Nationalcompetitiveness todaydependson thecapacity

toproduceandabsorbknowledge.Thehighereducation

sector plays an important role in the production,

distributionandabsorptionof knowledge.Therefore, an

expanded higher education sector has become a

necessaryconditionforincreasingnationalincomeandimprovingglobalcompetitiveness.

Knowledgehasbecomeaninternationalservicetradedbetweencountries.

With technological advances, it transcends national boundaries faster than physical capital and

people.This

makes

knowledge

and

economies

based

on

knowledge

production

global

in

their

orientation, scope and operation. With globalization and crossnational trade, the production of

knowledgeitselfhasbecomeaprocessdependentonmarketforces.Consequently,theproductsof

institutions producing knowledge became a commodity to be traded as part of the General

AgreementonTradeinServices(GATS).Tradeinhighereducationattractscapitalinvestment,invites

competition,producesaprofitthat issometimeshigherthan inothersectorsandglobalizeshigher

education.

Withglobalization,skillsrequirementsinthegloballabourmarkethaveincreased.

Educationalsystems

in

many

countries

were

not

in

aposition

to

produce

the

required

number

of

highlyskilledprofessionalsandasa result, thisencouraged themigrationofhighlyskilledworkers

fromothercountries.Ascompetitionforskilledworkersandthebattleofbrainshasgrown inthe

global labourmarket, countrieshave encouraged crossbordereducation toproduce the required

number of graduates of expected quality. In the process, crossborder education has become an

importantmeansofglobalizinghighereducation,ascomplementarytotheglobalizationofeconomic

production.

Countriesareinterestedinpromotingtheirprofilesinternationallyandinstitutionsare

keentoengageincrossbordereducationsincetheincomeearnedfromthiscontinuesto

be

attractive.

Forexample, in2005, fourcountries (Australia,NewZealand, theUKand theUSA) receivedmore

thanUS$25billion in crossbordereducation. Institutionsare interested in crossbordereducation

since it is a new source of income, especially in the context of declining funding support from

governments.Itisestimatedthattheincomefromstudentsabroadaccountsformorethanonethird

ofthe institutionstotal income insomeAustralianuniversities.Studentsare interestedin investing

in crossborder education since private returns to investment continue to be attractive. In other

words, there seem to be coinciding interests among those who seek and provide crossborder

education.

Thefour

modes

of

cross

border

higher

education,

according

to

GATS,

are

the

mobility

of:

a)programmesandcoursematerials;

b)students;

c)providers;and

d)teachers.

PhilippeAbbouAvon,IIEP.

IIEP web focus on higher education


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19

IIEP has been carrying out research on all forms of crossborder mobility in the context of

globalizationofhighereducation,ascanbeseenfromthelistofresearchpapers/publications.While

some studieson thevirtualuniversity indicatemovementof coursesandprogrammeswithinand

outside national boundaries, others focus on the trends in crossborder mobility of institutions,

teachersandstudents.

ListofIIEPpapers/publicationsonGlobalizationandHigherEducation

Globalization,crossbordermobility,economiccrisisandnationalstrategies fordevelopmentof

higher education. N.V. Varghese. 2009. Paper presented at the Regional Conference on Facingglobal and local challenges: the new dynamics of higher education,jointlyorganizedby the IndianNational Commission for Cooperation with UNESCO, the Government of India, the National

UniversityofEducationalPlanningandAdministration(NUEPA),NewDelhi,andtheUNESCOOfficein

NewDelhi,from25to26February2009,NewDelhi,India.(Unpublished).

GATSandTransnationalMobilityinHigherEducation.N.V.Varghese.2009.In:GlobalEducationResearchReports.NewYork:InstituteofInternationalEducation(IIE),andtheAmericanInstituteforForeignStudyFoundation(AIFS).(Inpress).

Globalizationandcrossbordermobilityinhighereducation.N.V.Varghese.2009.Paperpresented

at the seminaron Education and Economic Developmentorganizedby theCentredeCooperationFrancoNorvgienneenSciencesSocialesetHumaines,at theUniversityofGeneva,2224January

2009inGeneva.(Unpublished).

Crossborder higher education and national systems of education.

N.V.Varghese.2009. In:Field,M.H.andFegan, J. (Eds.)Education across borders:politics,policyandlegislativeaction.Springer.(Inpress).

Globalization of higher education and crossborder studentmobility. N.V. Varghese. 2008. IIEP

ResearchPaperseries.Paris:IIEPUNESCO.

GATSandhighereducation:Theneed for regulatorypolicies.N.V.Varghese.2007. IIEPResearch

Paperseries.Paris:IIEPUNESCO.

Thevirtualuniversity:Models&messages.Lessonsfromcasestudies.SusanDAntoni.2006.Paris:

IIEPUNESCO.

GATSand

cross

border

trade

in

education.

N.V.

Varghese.

2005.

In:ADEANewsletter,Vol.17,

No.34(JulyDecember2005).

GATS and Trade in Education. N.V. Varghese. 2005. In: Magazine of Master of InternationalBusiness,DelhiSchoolofEconomics,UniversityofDelhi(2005).

Globalizationandhighereducation.N.V.Varghese.2005.Paperprepared for theworkshopon

InstitutionalrestructuringinhighereducationinAsia,Manila,1822July2005.

Indiandiasporaanditsglobalspread.N.V.Varghese.2002.Paperpreparedfortheconferenceon

Indiandiaspora,

organized

by

the

Indian

Professionals

Association

and

the

Maison

de

lInde,

Paris,

22

June2002.


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20

Privatehighereducation

Thehighereducationsectorhasexperiencedrapid

expansionoverrecentdecadesandenrolments

havemorethandoubledduringthepast15years.

Thisexpansion

is

in

response

to

the

increasing

social

demandforhighereducation,whichhasrisenduetothe

expansionofschooleducationandanincreaseddemand

forenhancedskillsrequirementsinthelabourmarket.

Manygovernments,particularly indevelopingcountries,werenot inaposition to investadequate

resourcestowardsexpandinghighereducationthroughpublic institutions.Therefore,theyadopted

strategiesforexpansionthroughnonstatefinancialsupport.This involvedthe introductionofcost

recovery measures in public universities and the establishment of private higher education

institutions (PHEIs). While the former implies the privatization of public institutions, the latter

denotes

the

emergence

of

PHEIs

as

an

important

partner

in

expanding

higher

education.

PHEIs fall into twobroadcategories: forprofitandnotforprofit.Forprofit institutions, registered

under the Companies Act, operate like the corporate sector and make a profit out of their

educationalservices.SomePHEIsarecrossborderinstitutions(branchcampuses)whileothershave

collaboration with crossborder institutions. Other PHEIs are established and funded by religious

organizations.

MostPHEIs are located inurbanareasandoffermarketfriendly coursesmainly in theareasof

businessadministration,computersciences,accounting,marketing,economicsandcommunication.

TuitionfeesformthemostimportantandmainsourceofincomeforPHEIs.Theforprofitinstitutions

levyhigh

fees

while

the

not

for

profit

and

religious

based

institutions

levy

low

fees.

IIEPhas carriedout studies in several countries to try tounderstand theprivatehighereducation

sector.Thesestudiesanalysetheemergenceandexpansionofprivateinstitutionsandenrolmentsin

them,ownershippatterns,typesofcoursesofferedandthemodesoffinancing,ascanbeseenfrom

thedocumentslisted.

ListofIIEPpapers/publicationsonPrivateHigherEducation

Privatesector

as

apartner

in

higher

education

development

in

Africa.

N.V.

Varghese.

2009.

ADEAWGHEAAUIIEP Policy Brief prepared at the request of the AAU. Paris, IIEPUNESCO.

(Unpublished).

Regulatoryissuesinprivatehighereducation.J.Fielden;N.V.Varghese.2009.Paperpreparedfor

theWorldConferenceonHigherEducation(WCHE);58July2009,UNESCO,Paris.

State,markets,faithandproliferationofprivatehighereducationinAfrica.N.V.Varghese.2008.

Paper prepared for the ADEA Biennale 2008 on Postprimary education held in Maputo,

Mozambique,59May2008.

Stateand

markets

in

educational

development:

A

study

of

Kerala,

India.

N.V.

Varghese.

2008.

Paper prepared for the International Seminar on Democratic and Secular Education held inThiruvananthapuram(Kerala),India,46December2008.

EricMiller,WorldBank.


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21

Privatehighereducation inBangladesh.N.V.Varghese (Ed.);M.Alam;M.S.Haque;S.F.Siddique.

2007.ResearchPaperseries.Paris,IIEPUNESCO.

Growthandexpansionofprivatehighereducation inAfrica.N.V.Varghese.2006.New trends in

highereducationseries.Paris,IIEPUNESCO.

Privatehighereducation inKenya.N.V.Varghese (Ed.);O.Abagi;J.Nzomo;W.Otieno.2005.New

trendsinhighereducationseries.Paris:IIEPUNESCO.

PrivatehighereducationinGeorgia.Shavarshidze,G.2005.Newtrends inhighereducationseries.

Paris:IIEPUNESCO.

Privatehighereducation inAfrica.N.V.Varghese.2005.Paperpresentedatapolicy forumheld in

Accra,Ghana.Paris:IIEPUNESCO.

Privatehighereducation.N.V.Varghese.2004.ReportofapolicyforumheldinTbilisi,Georgia.Paris:IIEPUNESCO.


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22

Qualityassuranceinhighereducation

Thequalityassuranceofhighereducationhas

becomeanimportantglobaltrend.

Nearly half of all countries worldwide have created

qualityassurance

mechanisms,

of

one

type

or

another,

duringthelastdecadeortwo.Thefollowingfactorshelp

explainthistrend:

Due to the rapid expansion of higher education systems, there is now a more diverse range of

providersofhigher education, comprisingpublic andprivate institutions, crossborder institutions

anddistanceeducationorganizations.

Globalizationhasbroughtwith itan increasing levelofacademicfraud,suchasdiplomamills,fly

bynight providers, bogus institutions or fake credentials. This increases the demand for

trustworthyorganizationsthatcanestablishconfidenceusingqualityassurancemethods.

Thequalityofpublichighereducation institutionshassuffered inmanycountriesduetoeconomic

constraints and a shift in priorities from advanced levels to basic education. There are strong

expectations that quality assurance mechanisms will ensure continuous quality control and

improvement.

Quality assurance is linked to professional mobility, and a growing number of regional and

international integration processes. This raises the need for more effective mechanisms for the

professionalrecognitionofhighereducationcredentials.

Qualityassuranceisbothanationalandaninstitutionalresponsibility.

Internalqualityassurance(IQA)referstoeachinstitutionsorprogrammespoliciesandmechanisms

for ensuring that it is fulfilling its own purposes, as well as the standards that apply to higher

educationingeneral,ortotheprofessionordisciplineinparticular.

External quality assurance (EQA) refers to the actions of an external body, possibly a quality

assuranceagency,whichassessestheoperationofthe institutionor itsprogrammes,todetermine

whetheritismeetingtheagreedstandards.EQAsystemsincludeaccreditation,assessmentoraudit.

Quality assurance has two underlying broad objectives: control/accountability and improvement.

Control/accountabilityrelatestoprocesseswhichassesswhetherminimumstandardsareinplacein

a higher education institution or programme. Quality improvement identifies developmental

processes,suchasthestrengthsandweaknessesofinstitutionsandtheiracademicprovision.

IIEPcarriedoutaresearchprojectfocusingonorganizationalandmethodologicaloptions inquality

assurancesystems.Fivemoduleswereprepared foradistanceeducationprogrammeon External

quality assurance: options for higher education managers. This has been implemented in four

regions:AnglophoneAfrica,2006;Asiaand thePacific,2007;FrancophoneAfricaandArabstates,

2008.Acourse isbeingorganizedforsmallstates,withtheobjectiveofsupportingcountries inthe

establishmentofaQAsystem,ortheassessmentofanyexistingsystem.


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23

ListofIIEPpapers/publicationsonQualityassuranceinHigherEducation

Equity andquality assurance: amarriageof twominds.M.Martin.2009. New trends inhighereducationseries.Paris:IIEPUNESCO.(Inpress).

LassurancequalitexternedanslenseignementsuprieurenAfriquefrancophone:rapportdun

cours

distance

de

lIIPE.

M.

Martin.

2009.Research

Paper.

Paris:

IIEP

UNESCO.

(In

press).

Qualityassuranceandaccreditation in scalinguphealthprofessionseducation:anoverview.M.

Martin;S.UvalicTrumbic.2009.PaperpreparedforaprojectonQualityassuranceandaccreditation

in health professions education, in cooperation with IIEP, UNESCO and the World Health

Organization(WHO).

External quality assurance of higher education in Anglophone Africa. M. Martin; J. Pereyra; A.

Stella; M. Singh, 2007. Report of an IIEP distance education course, 25 September22 December

2006.IIEPResearchPaperseries.Paris:IIEPUNESCO.

Crossborder

higher

education:

regulation,

quality

assurance

and

impact

(Chile,

Oman,

Philippines,

SouthAfrica),Volume1.M.Martin.2007.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.

Crossborder higher education: regulation, quality assurance and impact (Argentina, Kenya,

Russia),Volume2.M.Martin.2007.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.

External quality assurance in higher education: making choices. M. Martin; A. Stella. 2007.

FundamentalsofeducationalplanningN85.Paris:IIEPUNESCO.

External quality assurance in higher education: options for higher educationmanagement. M.

Martin;A.Stella.2006.IIEPTrainingMaterialsasetof5modules.Webpublication.

Accreditation in the highereducation system inHungary. T. Kozma.2003.New trends inhighereducationseries.Paris:IIEPUNESCO.

In pursuit of continuing quality in higher education through accreditation. The Philippine

experience.A.A.Arcelo.2003.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.

The national accreditation system in Colombia: experiences from the National Council of

Accreditation(NCA).J.R.Revelo;C.A.Hernandez.2003.Newtrendsinhighereducationseries.Paris:

IIEPUNESCO.

ExternalqualityassuranceinIndianhighereducation.CasestudyoftheNationalAssessmentand

Accreditation Council (NAAC). A. Stella. 2002.New trends in higher education series. Paris: IIEPUNESCO.

AccreditationintheUnitedStates:origins,developmentsandfutureprospects.E.ElKhawas.2002.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.

Perspectives on qualitymanagementwithin a United Kingdom university: a case study on De

MontfortUniversity.P.M.Cox.2000. Improving themanagerial effectivenessofhigher education

institutionsseries.Paris:IIEPUNESCO.


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24

ResearchandDevelopmentinHigherEducation

AftertheSecondWorldWar,therewasafavourablepolitical

climateandpublic fundingsupport forresearch.Developed

countries, notably the USA, considered research to be of

critical importance for development, and universitieswere

reliedupon

for

carrying

out

research

and

development

(R&D)activities. The Sputnikeffect introduced competition

inscientificresearch.Policysupportandpublicfundingwere

forthcomingforR&Dactivities.

The knowledge divide between developed and developing

countries isdeeplyentrenched.Developingcountries lackboth financialandhumanresources,and

are poorly placedwith regard toR&D activities. Theyneed to improve their capacity toproduce

knowledge domestically as well as absorb knowledge produced elsewhere. In order to carry out

research and to improve research capacities, the university system needs to be strengthened

throughexpandinggraduateanddoctoralstudyprogrammes.

Knowledge is a crucial element for promoting economic growth and competitiveness. The future

growth potential of the knowledge economy dependson its capacity to produce knowledge, and

therefore,there isagreatervalueandstrongeremphasisonR&Dactivities.Investing inknowledge

production produces economic rewards and the corporate sector is also eager to invest in R&D

activities.

Privatesectorfundingusuallytakestheformofprojectbasedappliedresearchactivities incontrast

to the emphasis by public agencies on basic research. The private sector has developed its own

research facilities, although at times it commissions universities to undertake research. Many

universitiesare

eager

to

develop

links

with

the

industrial

and

production

sectors,

which

increases

the

relevance and applicability of their research, facilitates technology transfer, and contributes to

national innovationsystems. In thecontextofdecliningpublic fundingsupport,such linksarealso

seenasapotentialavenueforincomegenerationforuniversities.

ListofIIEPpapers/publicationsonResearchandDevelopmentinHigherEducation

Managementofuniversityindustrylinkages.G.Hernes;M.Martin.2001.Reportofapolicyforum,

IIEP,Paris,12June2000.Paris:IIEPUNESCO.

Attackingurbanpoverty:theroleoftheSNDTWomensUniversity,Mumbai,India.TheGilbertHillProgramme.K.Karmath;S.A.Udipi;M.A.Varghese.2001.Strategiesofeducationand training fordisadvantagedgroupsseries.Paris:IIEPUNESCO.

The management of universityindustry relations: five institutional case studies from Africa,

Europe, Latin America and the Pacific region. M. Martin. 2000. Improving the managerial

effectivenessofhighereducationinstitutionsseries.Paris:IIEPUNESCO.

Managing universityindustry relations: a study of institutional practices from 12 different

countries.M.Martin2000. Improvingthemanagerialeffectivenessofhighereducation institutionsseries.

Paris:

IIEP

UNESCO.

LaurenceGough,ILO.


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25

Themanagementofuniversityindustrypartnerships inEasternAsia.M.Martin.2003. Improving

themanagerialeffectivenessofhighereducationinstitutionsseries.ReportofanIIEP/ESMUDistance

EducationCourse,2April5July2002.Paris:IIEPUNESCO.

In searchof the triplehelix in themaking?Academiaindustrygovernment interaction inChina,

SouthKoreaandPoland.M.Martin(Ed.).Newtrendsinhighereducationseries.Paris:IIEPUNESCO.(Inpress).

Knowledge for the future: research capacity indeveloping countries.B.C. Sanyal;N.V.Varghese.

2007.IIEPResearchPaperseries.Paris:IIEPUNESCO.

Higher education and development. N.V. Varghese. 2000. Paper prepared for the subregional

workshoponStrategicResourceManagementinHigherEducation,jointlyorganizedbytheUNESCO

HarareOfficeandIIEP,Paris,610November2000,Harare.Paris:IIEPUNESCO.

Highereducationanddistributionalequity.N.V.Varghese.2001.In:Perspectives inEducation,Vol.17(2001)pp.95108.

Universalizationofhighereducationandequityconcerns.N.V.Varghese.2003.Paperpresentedat

the Oxford International Conference on Education and Development: The state of education:

quantity,qualityandoutcomes,Oxford,911September2003.

Educationanddevelopment:thechangingperceptions.N.V.Varghese.2004.UNESCOInternational

InstituteforCapacityBuildinginAfrica(IICBA)Newsletter,March2003,Vol.5,No.1.

Contribution of higher education and research to education for all (EFA). N.V. Varghese. 2008.Document prepared for the International Association of Universities (for the Global Monitoring

Report).Paris:IIEPUNESCO.


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26

Governanceandmanagement

The expansion of the higher education sector has

traditionally been associated with statefunded

universities.Yetthistrendhasbeenchangingovertime.

The state is no longer the sole financier of higher

educationand

universities

no

longer

hold

amonopoly

on theprovisionofhighereducation.Nowadays, there

arediversifiedmodesofdeliveryandtypesofproviders.

The mode of traditional facetoface delivery is

sometimes replaced with open learning systems

including open universities and virtual institutions. Nonuniversity tertiary education is also

expandingandnonstateactorssuchastheprivatesectorandcrossborderprovidersarebecoming

important features in theevolutionofhighereducation,accompaniedby increasedstudent cross

bordermobility.

Given

the

dominance

of

public

provision,

the

governance

and

management

of

the

sector,

like

other

publicsectors,cameunderattackfortheirinefficiencyandineffectiveness.Theneedforreformswas

feltandwas influencedby the conceptof newpublicmanagement, resulting inamove towards

market orientation in higher education. The market orientation and reduced state funding led

institutions to focusonothersourcesof income togenerateresources.Anotherdevelopmentwas

the transferofauthorityand responsibility fromministries touniversities in the formof increased

institutionalautonomy.

Theautonomyofpublic institutionsand the increaseofnonstateactors changed thegovernance

andmanagementrelationshipbetweenthestateanduniversities.Theconditionsofservices,quality

of provision and outcomes varied among the providers. In other words, the proliferation of

providers,diversification

of

institutions,

programmes

becoming

more

aligned

with

economic

markets, and variations in the quality of programmes offered by different institutions posed

challenges to the management of the system. Consequently, new governance structures and

managementpracticeswereimplementedbothatthesectorandinstitutionallevels.

IIEPcarriesoutresearchstudiesandorganizestrainingprogrammes in theareaofgovernanceand

managementofhighereducation.While IIEPactivities inthe1990scentredonthemanagementof

publicuniversities,the focus inthecurrentdecade ismoreondiverseareassuchasprivatehigher

education,crossborderprovisions,virtualinstitutions,changingmodesoffinancingandinstitutional

restructuring.

TrevorSamsom,WorldBank.


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27

ListofIIEPpapers/publicationsonGovernanceandmanagementofhighereducation

Construireuntableaudebordpourl'enseignementsuprieur:unguidepratique.M.Martin;

C.Sauvageot.2009.Paris:IIEPUNESCO/UISUNESCO.

Entrepreneurialismandinternationalizationofhighereducationinaknowledgesociety.

R. Martinez; I. Kitaev. In: M. Shattock (Ed.) 2009. Entrepreneurialism in universities and the

knowledgeeconomy:

diversification

and

organizational

change

in

European

higher

education.

Berkshire:SocietyforResearch intoHigherEducation(SRHE)&OpenUniversityPress, inassociation

withIIEP/UNESCO.

Entrepreneurialism inuniversitiesand theknowledgeeconomy:diversificationandorganizational

changeinEuropeanhighereducation.M.Shattock.(Ed.)2009. Berkshire:SocietyforResearch intoHigherEducation(SRHE)&OpenUniversityPress,inassociationwithIIEPUNESCO.

Institutional restructuring in higher education in Asia. N.V. Varghese. 2009. IIEP Research Paper

series.Paris:IIEPUNESCO.(Inpress).

Institutional restructuring inhighereducationwithin theCommonwealth of Independent States.

N.V.Varghese.2009.IIEPResearchPaperseries.Paris:IIEPUNESCO.

Institutional restructuringanduniversitygovernance inAsian countries.N.V.Varghese.2006. In:

Proceedingsandpaperson the World University Presidents Summit on reflections on diversity andharmonization,Bangkok,CommissionofHigherEducation.pp.381389.Incentivesandinstitutionalchangesinhighereducation.N.V.Varghese.2005.In:HigherEducation

ManagementandPolicy,Vol.16,No.1.pp.2740.

Overviewof

national

policy

contexts

for

entrepreneurialism

in

higher

education

institutions.

G.Williams; I.Kitaev.2005. In: HigherEducationManagementandPolicy,Vol.17,No.3,Special

issue:Entrepreneurship.pp.125141.

ReforminghighereducationintheNordiccountries:studiesofchangeinDenmark,Finland,Iceland,

NorwayandSweden.I.Fgerlind;G.Strmqvist.2004.Newtrends inhighereducationseries.Paris:

IIEPUNESCO.

UniversityfundingbytheFederalRussianGovernment: wheretheendsmeet? I.Kitaev.2004. In:

M. Shattock (Ed.) 2004. Entrepreneurialism and the transformation of Russian universities. Newtrends

in

higher

education

series.

Paris:

IIEP

UNESCO.

Studentfinanceschemes inNorway:acasestudy.JanS.Levy2004.Student loansschemesseries.Paris:IIEPUNESCO.

Institutional restructuring inhighereducation inAsia: trends and patterns.N.V.Varghese. 2004.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.

EntrepreneuralismandthetransformationofRussianuniversities.M.Shattock.(Ed.);E.Kniazev;N. Pelikhov; A. Sandgren; N. Tivonen. 2004. New trends in higher education series. Paris: IIEP

UNESCO.


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28

The reform of higher agricultural education institutions in China. L. Yonggong; J. Zhang. 2004.Educationforruralpeopleseries.Paris:IIEPUNESCO.(PublishedinChinese).

StudentloansinthePhilippines:lessonsfromthepast.I.Kitaev;T.Nadurata;V.Resurrection;

F.Bernal.2003.Studentloansschemesseries.Paris:IIEPUNESCO.

FinancingofhighereducationinAsia/Pacific.N.V.Varghese.2003.In:J.P.KeevesandR.Watanabe.

International handbook of educational research in the Asia Pacific region. Netherlands: KluwerAcademicPublishers.pp.827837.

The limits of diversification to sources of funding in higher education.N.V. Varghese. 2002. IIEP

ContributionsN34.Paris:IIEPUNESCO.

ImpactoftheeconomiccrisisonhighereducationinEastAsia:countryexperiences.N.V.Varghese.

2001.PolicyForumReportN12.Paris:IIEPUNESCO.

Reformsinfinancinghighereducation.N.V.Varghese.2000.In:Seminar,N494(October2000)pp.20

25.


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29

Highereducation,ruraldevelopmentandpovertyalleviation

In the context of globalization and efforts towards

poverty reduction, higher education for rural

developmentcanno longerfocusonlyontheprovision

ofagronomists

for

the

farm

economy.

Innovative

higher

agricultural institutions have managed to reinvent

themselvesinordertomeetthechangingneedsofrural

areas and economies. In this framework, providing

services to the community ofwhich support tobasic

educationisapartbecomesamajorfocus.

Too often, higher education and basic education have coexistedwith relatively little interaction.

Despitethe impactofthequalityofuniversityteachingandresearchonthestateoftheeducation

systemofacountry,therehasbeenatendencyforuniversitiestopaylittleattentiontoprimaryand

secondarylevelsoftheschoolsystem.

Traditionally,universities,includingagriculturaluniversities,havefocusedmostoftheirattentionon

nationaldevelopment through the twomissionsof researchand teaching.Universitieshaveoften

seenthemselvesas institutionstopreparegraduatesfornationaland international labourmarkets,

andtoaddressnationalandinternationalresearchproblems.Academicshavehadtowinnationalor

internationalacclaimforthequalityoftheirresearchandteaching,andthishassometimesbeenat

theexpenseofmakingagreatercontributiontolocaleconomiesandcommunities.Fewuniversities

appear to have developed comprehensive strategies to contribute to the development of local

educationand training systemsand theyhavebeen criticized fornotdoingmore to support local

development.

Beyond its traditional role, higher agricultural education has an opportunity, in cooperation with

other stakeholders, to enrich and support other levels of education with critical knowledge and

informationonagriculturalandnaturalresources issues.This lattercontribution is important inthe

pursuitofruraldevelopment,povertyreductionandfoodsecurity.

Highereducationinstitutionsalsohavearoletoplayinpovertyalleviation.Thevastmajorityofpoor

people indevelopingcountries live inruralareasandeducation isakeyfactor inhelpingtoreduce

the level of poverty. In this context, the relationship between higher education and rural

developmentisanimportantpolicyconcern,particularlyincountrieswheretherevitalizationofrural

areas represents a critical challenge. Increasingly, higher agricultural education institutions are

developingstrategies

to

increase

and

widen

their

contribution

to

learning

and

development

for

rural

people. In addition to their roles in curriculum development and training teachers and trainers,

higher education institutionsplay an essential role in conceptualizing developmentproblems and

policies. Higher institutions can contribute in a variety of ways to supporting education in local

communitiesandregionsaswellassupportingruraldevelopmentinitiatives.

AmiVitale,WorldBank.


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30

ListofIIEPpublicationsonHighereducation,ruraldevelopmentandpovertyalleviation

Highereducationforruraldevelopment.TheexperienceoftheUniversityofCordoba.Eduardo

Ramos&MaradelMarDelgado.2005.Educationforruralpeopleseries.Paris:IIEPUNESCO.

Reforming

higher

agricultural

education

institutions.

The

case

of

the

School

of

Agriculture

at

MonterreyTech.ManuelZertuche.2005.Educationforruralpeopleseries.Paris:IIEPUNESCO.

ThereformofhigheragriculturaleducationinstitutionsinChina.LiuYonggong&ZhangJingzun.

2004.(PublishedinChinese).Educationforruralpeopleseries.Paris:IIEPUNESCO.

ThedeepchangeprocessinZamorano:19972002.KeithL.Andrews.2004.Paris:IIEPUNESCO.

Publicadoenespaol:

ElprocesodecambioprofundoenZamorano:19972002.2005.

Educationforruraldevelopment:towardsnewpolicyresponses.AjointstudyconductedbyFAO

andUNESCO.CoordinatedandeditedbyDavidAtchoarena&LaviniaGasperini.2003.(Publishedin

French,Spanish&Chinese).Paris:IIEPUNESCOPublishing/FAO.

Lducationpourledveloppementrural.Versdesorientationsnouvelles.2005.

Educacinparaeldesarrollorural.Hacianuevasrespuestasdepoltica.2004.


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31

Conclusion:Perspectivesonhighereducation

Linked to the 2009 World Conference on HigherEducation:Reactingtonewdynamics,thepresentfocus on higher education has been an

opportunitytopresentIIEPpublicationsproduced

since2000

on

higher

education

under

five

major

topical areas. Theseareas clearly relate to some

of the major internal and external dynamics

currentlyexperiencedinhighereducation.

x Globalizationandhighereducation;

x Privatehighereducation;

x Qualityassuranceinhighereducation;

x Governance and management of higher

education;

x Highereducationforruraldevelopment.

Indeed, these five topics relate toglobalizationasoneof themajorexternal forces that currently

impactonhighereducationandhavemultifacettedeffects.Mostvisiblearetheincreasinglevelsof

crossborder mobility of students, staff, programmes and institutions, and with some institutions

becomingthemselvesactorsoperatingataglobalscale.

The topics also refer to some of the major internal dynamics of higher education systems, with

privatization being a major element. On the one hand, enrolments in private higher education

institutions are progressing rapidly, even more so than in the public sector, and some 30% of

students are currently studying in the private sector. On the other, public higher education

institutionstend

to

generate

increasing

shares

of

income

through

tuition

fees

and

service

activities

andtheyarethusincreasinglyprivatizingfromtheinside.

Anothermajor internal dynamic of higher education is the past erosion of research capacities in

many developing countries.Much of the increased social demand for higher education has been

absorbed by teachingonly institutions. Constraint working environments for researchers and low

salariesarecontributingtoacademicbraindrain.Asaresult,developingcountriesfinditincreasingly

difficulttoproduceknowledgethatcontributestotheresolutionoflocalproblems.

Bothexternaland internaldynamicsproducenewchallengestothecoordinationandregulationof

tertiary education systems to the public authorities, and challenges to the governance and

managementofhighereducationinstitutionstotheirleadership.Thesehaveledtoaconvergenceinthereformagendaofhighereducation,bothnationallyandinstitutionally.Nationally,newmodesof

steeringhighereducationsystemsatadistancehavereceivedmajorattention.Thedevelopmentof

quality assurance systems in exchange of more institutional autonomy has been another major

elementonreformagendas. Increasedemphasison themonitoringofresults,and thusastronger

emphasisonthedevelopmentofmanagementinformationandindicatorsystemscanalsobenoted.


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While the work of IIEP has been naturally focusing on planning and management issues, some

attentionhasalsobeendevotedtotheverysubstanceofhighereducationwithregardtoonetopical

area, research and teaching in higher education for rural development. Focusing on this topic

allowedto

reaffirm

that

higher

education

needs

to

be

planned

and

managed

with

regard

to

the

prioritiesofnationaldevelopment, inparticularinadevelopingcountrycontext.Theseprioritiesgo

beyond the discussion of higher education as a producer of knowledge for international

competitiveness, and embrace local priorities such as ecological resource management, conflict

resolutionandfoodsafety.

Inthecomingfuture,IIEPwillcontinuetofunctionasanobservatoryoftrends inhighereducation,

andwillpay specialattention to theemerging trendsat theglobal level.Oneof these challenges

related to the development of integrated higher education systems consisting of both post

secondaryanduniversitylevels.Anotherchallengerelatestotheevaluationofgovernancereformsin

order todrawconclusionsontheireffectiveness intermsofprovidingsupport toadiversifiedand

missionorientedhighereducation system.More specific challenges suchas theprovisionof cost

effective solutions for higher education in specific contexts, such as small states, will also be

developed.

Whendesigningitsresearchandtrainingactivitiesinhighereducation,asatotherlevels,IIEPisthus

continuouslyoperatingasanobservatoryof trends,a clearinghouseofknowledgeanda capacity

builderinplanningandmanagement.

DownloadIIEPpublications:

www.iiep.unesco.org/informationservices/publications/searchiieppublications.html

Forinformationonarticlesandpublications,contact:[email protected]


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