Alison Moodie
For the last six years the United Nations has been pursuing a novel idea: gathering academic research globally into a practical framework. Last November, the idea finally came to fruition when Secretary General Ban Ki Moon launched the UN Academic Impact in New York. So far, nearly 600 universities have signed up to participate, making the initiative one of the fastest-growing cooperative measures of its kind.
The Academic Impact aims to put the vast resources of universities worldwide at the disposal of the UN in an effort to expedite the agency's ability to cope with global problems in a more efficient and coherent manner. "Academic institutions have an invaluable role to play in strengthening the work of the United Nations," said Ban Ki Moon at the launch.
The initiative was conceived as an additional tool in the UN's arsenal to bring more attention and focus to the larger aim of implementing the Millennium Development Goals, a set of eight targets that respond to some of the world's toughest challenges such as poverty, HIV-Aids and child mortality.
Educators and development experts increasingly agree that higher education can be exploited far beyond the confines of the ivory tower, and can play an important role in economic and social development.
"The alignment between the aims of the UN and the aims of education really aren't much different," said J Michael Adams, President-elect of the International Association of University Presidents (IAUP), the lead member organisation of the Academic Impact and President of Fairleigh Dickinson University in New Jersey.
"We're all committed to building and creating a successful, prosperous world, yet there are very few linkages between the UN and universities," he told University World News.
The UN has laid out 10 broad guiding principles that center around ideals such as human rights, sustainability, peace and educational opportunities. Each participating university is required to undertake at least one project that satisfies one of the designated principles.
For example, a university committed to the principle of promoting sustainability through education, may come up with a way that a housing development can be built quickly following a natural disaster. The UN will then step in and put the idea forward to the relevant agency, and devote its considerable resources to putting the idea into action.
More on the University World News site
Source: University World News, Issue No: 0166, 10 April 2011
14 April 2011
Gender, Power and Managerialism in Universities
Kate White, Teresa Carvalho and Sarah Riordan
Our research compares higher education in Australia, South Africa and Portugal, which has to varying degrees moved from a collegial to a managerial model. Its objective is to explore the role of senior managers in consolidating and interpreting new managerialism and perceptions of potential effects on gender.
The reasons for comparing gender, power and managerialism in these three countries are that they offer different historical perspectives of higher education.
Australian and South African universities were traditionally based on the British model and have national Equal Opportunities (EO) legislative frameworks. Australia has had equal opportunity legislation since 1984 and affirmative action in the workplace legislation since 1986, and South Africa introduced EO legislation and policy after the first democratic election in 1994.
While equal treatment of men and women has been guaranteed since 1976 in the Portuguese constitution, and specific legal frameworks have been developed to promote equality in the workplace, there are no affirmative action plans in higher education.
Despite different academic structures, these countries have relatively higher levels of participation of women in senior leadership positions when compared with other developed countries, although the percentage of women at rector-vice-chancellor levels remains low.
Australia has a higher female to male ratio of economic participation and opportunity (participation, remuneration, advancement of women as technical-professional workers and in senior positions) - while Portugal and South Africa are significantly lower. All three countries have similar ratios of females to males in educational attainment, and health and survival. But there is much higher political empowerment (women in parliament) in South Africa than in Australia and Portugal.
More on the University World News site
Source: University World News, Issue No: 0165, 03 April 2011
Our research compares higher education in Australia, South Africa and Portugal, which has to varying degrees moved from a collegial to a managerial model. Its objective is to explore the role of senior managers in consolidating and interpreting new managerialism and perceptions of potential effects on gender.
The reasons for comparing gender, power and managerialism in these three countries are that they offer different historical perspectives of higher education.
Australian and South African universities were traditionally based on the British model and have national Equal Opportunities (EO) legislative frameworks. Australia has had equal opportunity legislation since 1984 and affirmative action in the workplace legislation since 1986, and South Africa introduced EO legislation and policy after the first democratic election in 1994.
While equal treatment of men and women has been guaranteed since 1976 in the Portuguese constitution, and specific legal frameworks have been developed to promote equality in the workplace, there are no affirmative action plans in higher education.
Despite different academic structures, these countries have relatively higher levels of participation of women in senior leadership positions when compared with other developed countries, although the percentage of women at rector-vice-chancellor levels remains low.
Australia has a higher female to male ratio of economic participation and opportunity (participation, remuneration, advancement of women as technical-professional workers and in senior positions) - while Portugal and South Africa are significantly lower. All three countries have similar ratios of females to males in educational attainment, and health and survival. But there is much higher political empowerment (women in parliament) in South Africa than in Australia and Portugal.
More on the University World News site
Source: University World News, Issue No: 0165, 03 April 2011
Rankings Bring Asia out of the Shadows
Kevin Downing
Are Asian institutions finally coming out of the shadow cast by their Western counterparts? At the 2010 World Universities Forum in Davos, a theme was China's increasing public investment in higher education at a time when reductions in public funding are being seen in Europe and North America. China is not alone in Asia in increasing public investment in higher education, with similar structured and significant investment evident in Singapore, South Korea and Taiwan.
While in many ways this investment is not at all surprising and merely reflects the continued rise of Asia as a centre of global economic power, it nonetheless raises some interesting questions in relation to the potential benefits of rankings for Asian institutions.
Interest in rankings in Asian higher education is undoubtedly high and the introduction of the QS Asian University Rankings in 2009 served to reinforce this. The publication of ranking lists is now greeted with a mixture of trepidation and relief by many university presidents and is often followed by intense questioning from media that are interested to know what lies behind a particular rise or fall on the global or regional stage.
In 2010, universities in Asia did particularly well in terms of their annual rise in the QS World University rankings. For example, mainland China now has six universities in the top 200, Hong Kong five, Taiwan one, Singapore two, Malaysia one, Thailand one, Japan eleven and South Korea four.
Contrast this with the position just one year previously when the figures were mainland China six, Hong Kong four, Taiwan one, Singapore two, Malaysia none, Thailand one, Japan 10 and South Korea three.
In other words, from these South East Asian countries alone another four universities have achieved World top 200 status with the accompanying advantages in terms of global brand exposure.
More on the University World News site
Source: University World News, Issue No: 0165, 03 April 2011
Are Asian institutions finally coming out of the shadow cast by their Western counterparts? At the 2010 World Universities Forum in Davos, a theme was China's increasing public investment in higher education at a time when reductions in public funding are being seen in Europe and North America. China is not alone in Asia in increasing public investment in higher education, with similar structured and significant investment evident in Singapore, South Korea and Taiwan.
While in many ways this investment is not at all surprising and merely reflects the continued rise of Asia as a centre of global economic power, it nonetheless raises some interesting questions in relation to the potential benefits of rankings for Asian institutions.
Interest in rankings in Asian higher education is undoubtedly high and the introduction of the QS Asian University Rankings in 2009 served to reinforce this. The publication of ranking lists is now greeted with a mixture of trepidation and relief by many university presidents and is often followed by intense questioning from media that are interested to know what lies behind a particular rise or fall on the global or regional stage.
In 2010, universities in Asia did particularly well in terms of their annual rise in the QS World University rankings. For example, mainland China now has six universities in the top 200, Hong Kong five, Taiwan one, Singapore two, Malaysia one, Thailand one, Japan eleven and South Korea four.
Contrast this with the position just one year previously when the figures were mainland China six, Hong Kong four, Taiwan one, Singapore two, Malaysia none, Thailand one, Japan 10 and South Korea three.
In other words, from these South East Asian countries alone another four universities have achieved World top 200 status with the accompanying advantages in terms of global brand exposure.
More on the University World News site
Source: University World News, Issue No: 0165, 03 April 2011
29 Maret 2011
Why There Are Not More Women University Leaders
Su-Mei Thompson and Lisa Moore
Over the past half-century, women have made tremendous gains in the workplace all over the world. Hong Kong is a shining example of this. Since 1993, the number of women employed as managers and administrators has increased by 108% and the number of women employed as professionals has increased by 104%. However, despite more women being prevalent in the workplace than ever before, they are still under-represented in decision-making positions across industry sectors and professions. And despite the fact that academia would seem to be a natural profession where women should thrive, the statistics and studies reveal that the leadership potential of women remains untapped in academia as in so many other areas. On the surface, the academic world in Hong Kong is filled with women. Employment rates in universities are nearly equal - 55% men to 45% women. But in fact, this parity applies only in lower ranking positions. At the lowest level, that is supporting academic staff and supporting research staff, the number of men and women is almost level. Among junior academic staff, however, men outnumber women by two-to-one.
More on the University World News site
Source: University World News, Issue No: 0164, 27 March 2011
Over the past half-century, women have made tremendous gains in the workplace all over the world. Hong Kong is a shining example of this. Since 1993, the number of women employed as managers and administrators has increased by 108% and the number of women employed as professionals has increased by 104%. However, despite more women being prevalent in the workplace than ever before, they are still under-represented in decision-making positions across industry sectors and professions. And despite the fact that academia would seem to be a natural profession where women should thrive, the statistics and studies reveal that the leadership potential of women remains untapped in academia as in so many other areas. On the surface, the academic world in Hong Kong is filled with women. Employment rates in universities are nearly equal - 55% men to 45% women. But in fact, this parity applies only in lower ranking positions. At the lowest level, that is supporting academic staff and supporting research staff, the number of men and women is almost level. Among junior academic staff, however, men outnumber women by two-to-one.
More on the University World News site
Source: University World News, Issue No: 0164, 27 March 2011
23 Maret 2011
Academic Freedom Reports from Around the World
Noemi Bouet
After weeks of violence in Burkina Faso, in which at least six students died, the government has shut down all universities until further notice. The Yemini army has injured 98 students while attempting to halt protests on campuses. In Sudan, 100 students and youths have been arrested since January and many have reported severe mistreatment and torture. An Iranian history lecturer has been dismissed after publishing critical articles, and the Iranian Ministry of Education has announced new restrictions on students abroad. In Malawi, lecturers striking against interference in academic freedom have defied a presidential order to go back to work.
After weeks of violence and a major demonstration, the government has shut down all universities across Burkina Faso until further notice, the Washington Post reported on 14 March.
At least six students have died in clashes with the police over the last month. Damage to public offices in the northern city of Ouahigouya, and cuts to social services for students have also been reported.
The government closed universities in response to student protests related to the death of Justin Zongo, a student who died on 20 February while in police custody in Koudougou, west of the capital Ouagadougou.
The Yemeni army wounded 98 students during an attempt to stop protests taking place on university campuses, the Guardian reported on 9 March 2011.
The army violently attacked students who have been camping on campuses since mid-February to protest against President Ali Abdullah Saleh. Inspired by recent popular unrest in Tunisia and Egypt, students at Sana'a University are calling the president to step down.
The government's attempt to control and stop the protests ended with a violent confrontation between the army and the students.
Soldiers used rubber bullets and tears gas to break up the protest and wounded 98 students. According to health workers, a number of students are severely injured.
Seyed Hossein Javdani, a history lecturer at Payame Noor University in Mashad, has been dismissed after publishing critical articles, the International Campaign for Human Rights in Iran reported on 7 March.
Javdani was banned from teaching at Payame Noor University after the university security unit and security organisations requested the faculty not to assign him courses at the beginning of the new term. He said he had not been directly informed of his dismissal.
According to Javdani, who is also a member of the central council of Khorasan's Tahkim-e Vahdat Alumni Association (Advar) branch and former secretary of Tehran University's Islamic Association of Democracy Seeking Students, his activities outside the university are not in any measure related to his function and duties as a lecturer.
More on the University World News site
Source: University World News, Issue No: 0163, 20 March 2011
After weeks of violence in Burkina Faso, in which at least six students died, the government has shut down all universities until further notice. The Yemini army has injured 98 students while attempting to halt protests on campuses. In Sudan, 100 students and youths have been arrested since January and many have reported severe mistreatment and torture. An Iranian history lecturer has been dismissed after publishing critical articles, and the Iranian Ministry of Education has announced new restrictions on students abroad. In Malawi, lecturers striking against interference in academic freedom have defied a presidential order to go back to work.
After weeks of violence and a major demonstration, the government has shut down all universities across Burkina Faso until further notice, the Washington Post reported on 14 March.
At least six students have died in clashes with the police over the last month. Damage to public offices in the northern city of Ouahigouya, and cuts to social services for students have also been reported.
The government closed universities in response to student protests related to the death of Justin Zongo, a student who died on 20 February while in police custody in Koudougou, west of the capital Ouagadougou.
The Yemeni army wounded 98 students during an attempt to stop protests taking place on university campuses, the Guardian reported on 9 March 2011.
The army violently attacked students who have been camping on campuses since mid-February to protest against President Ali Abdullah Saleh. Inspired by recent popular unrest in Tunisia and Egypt, students at Sana'a University are calling the president to step down.
The government's attempt to control and stop the protests ended with a violent confrontation between the army and the students.
Soldiers used rubber bullets and tears gas to break up the protest and wounded 98 students. According to health workers, a number of students are severely injured.
Seyed Hossein Javdani, a history lecturer at Payame Noor University in Mashad, has been dismissed after publishing critical articles, the International Campaign for Human Rights in Iran reported on 7 March.
Javdani was banned from teaching at Payame Noor University after the university security unit and security organisations requested the faculty not to assign him courses at the beginning of the new term. He said he had not been directly informed of his dismissal.
According to Javdani, who is also a member of the central council of Khorasan's Tahkim-e Vahdat Alumni Association (Advar) branch and former secretary of Tehran University's Islamic Association of Democracy Seeking Students, his activities outside the university are not in any measure related to his function and duties as a lecturer.
More on the University World News site
Source: University World News, Issue No: 0163, 20 March 2011
What International Students Want to Study
Yojana Sharma
Predicting where future international students will come from and what subjects they go abroad to study has become a mini-industry in receiving countries such as Britain and Australia, where some courses are highly dependent on overseas student fees.
Delegates and experts at the British Council's Going Global conference, held in Hong Kong from 11-12 March, agreed that demand for overseas courses from Asian students will carry on rising.
"Overall demand for international education will continue to grow in the low single digits in the next decade," said Tony Pollock (pictured), Chief Executive of IDP Education, an international student placement service.
However, subject choices may be changing as sending countries like China and India become more affluent, students from Singapore prefer to study at their own excellent universities and Malaysia reduces the number of government scholarships for students on expensive overseas courses.
Medicine and related courses in the West have long been popular with students from India, Malaysia and Hong Kong, while business-related degrees and engineering have been the top choice for students from China, Taiwan and Vietnam.
This is according to a survey of 5,000 prospective international students in 14 countries by Hotcourses, a web-based company that advises students on course choice internationally.
More on the University World News site
Source: University World News, Issue No: 0163, 20 March 2011
Predicting where future international students will come from and what subjects they go abroad to study has become a mini-industry in receiving countries such as Britain and Australia, where some courses are highly dependent on overseas student fees.
Delegates and experts at the British Council's Going Global conference, held in Hong Kong from 11-12 March, agreed that demand for overseas courses from Asian students will carry on rising.
"Overall demand for international education will continue to grow in the low single digits in the next decade," said Tony Pollock (pictured), Chief Executive of IDP Education, an international student placement service.
However, subject choices may be changing as sending countries like China and India become more affluent, students from Singapore prefer to study at their own excellent universities and Malaysia reduces the number of government scholarships for students on expensive overseas courses.
Medicine and related courses in the West have long been popular with students from India, Malaysia and Hong Kong, while business-related degrees and engineering have been the top choice for students from China, Taiwan and Vietnam.
This is according to a survey of 5,000 prospective international students in 14 countries by Hotcourses, a web-based company that advises students on course choice internationally.
More on the University World News site
Source: University World News, Issue No: 0163, 20 March 2011
17 Maret 2011
Grade Point Average: A Need for Change
Kay Cheng Soh
Grade point average (GPA) is a historical mistake in two senses. First, it has had an impact on student assessment the world over from elementary school through to university, and in this sense it is historic. Second, it has a very long history, appearing two centuries before the birth of modern-day theories and technologies of quantitative educational assessment; in this sense, it is also historical.
Today, however, we know so much more about educational assessment than the academics of the 18th century, and that there is no reason for continued acceptance of the GPA.
Let's imagine what might have happened in the past. A professor had a pile of students' term papers to assess. He studied them one by one and labelled them as 'Excellent', 'Good', 'Fair', 'Borderline' or 'Poor' according to his expectations based on his academic experience.
From 'Excellent' to 'Poor' there was a decrease in quality, and it was more convenient to label them as grades A, B, C, D and F. These were not convenient either, and were coded as 1st, 2nd, 3rd, 4th and 5th classes to indicate the order of quality. As writing 'st', 'nd', 'rd', and 'th' was clumsy to a busy professor, they were now written as 1, 2, 3, 4 and 5.
Here we see several things taking place in the professor's mind in a short time: qualities were coded in labels; labels were replaced by grades; grades were translated into ordinals; and ordinals were, for convenience, written in shorthand and appeared as cardinal numbers.
In this process of quality>labels>grades>ordinals>cardinals transformation, the first four stages are fine and right; re-coding does not change the meanings or the nature of assessment. But the last stage of equating 'ordinals' (numeric used for ranking and grading) with 'cardinals' (numeric used for enumerating or counting) changes the meaning and nature of measurement.
This is where GPA went wrong. Because ordinals 5(th), 4(th), 3(rd), 2(nd) and 1(st) denoting ranks based on 'subjective qualitative judgement' look exactly like cardinals 5, 4, 3, 2 and 1 based on 'objective quantitative enumeration', they were mistaken as equivalents. In short, ranking on quality became counting of quantity.
More on the University World News site
Source: University World News, Issue No: 0162, 13 March 2011
Grade point average (GPA) is a historical mistake in two senses. First, it has had an impact on student assessment the world over from elementary school through to university, and in this sense it is historic. Second, it has a very long history, appearing two centuries before the birth of modern-day theories and technologies of quantitative educational assessment; in this sense, it is also historical.
Today, however, we know so much more about educational assessment than the academics of the 18th century, and that there is no reason for continued acceptance of the GPA.
Let's imagine what might have happened in the past. A professor had a pile of students' term papers to assess. He studied them one by one and labelled them as 'Excellent', 'Good', 'Fair', 'Borderline' or 'Poor' according to his expectations based on his academic experience.
From 'Excellent' to 'Poor' there was a decrease in quality, and it was more convenient to label them as grades A, B, C, D and F. These were not convenient either, and were coded as 1st, 2nd, 3rd, 4th and 5th classes to indicate the order of quality. As writing 'st', 'nd', 'rd', and 'th' was clumsy to a busy professor, they were now written as 1, 2, 3, 4 and 5.
Here we see several things taking place in the professor's mind in a short time: qualities were coded in labels; labels were replaced by grades; grades were translated into ordinals; and ordinals were, for convenience, written in shorthand and appeared as cardinal numbers.
In this process of quality>labels>grades>ordinals>cardinals transformation, the first four stages are fine and right; re-coding does not change the meanings or the nature of assessment. But the last stage of equating 'ordinals' (numeric used for ranking and grading) with 'cardinals' (numeric used for enumerating or counting) changes the meaning and nature of measurement.
This is where GPA went wrong. Because ordinals 5(th), 4(th), 3(rd), 2(nd) and 1(st) denoting ranks based on 'subjective qualitative judgement' look exactly like cardinals 5, 4, 3, 2 and 1 based on 'objective quantitative enumeration', they were mistaken as equivalents. In short, ranking on quality became counting of quantity.
More on the University World News site
Source: University World News, Issue No: 0162, 13 March 2011
Langganan:
Postingan (Atom)
