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Journal articles on the topic 'Education, Higher Education, Higher Higher education and state'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Bhatnagar, Anjani Kumar. "Higher Education System: Knowledge, State & Potential." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 1791–803. http://dx.doi.org/10.47059/revistageintec.v11i3.2050.

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Sueyoshi, Amy. "Redefining Higher Education." Ethnic Studies Review 42, no. 2 (2019): 225–31. http://dx.doi.org/10.1525/esr.2019.42.2.225.

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The author, who is the Dean of the College of Ethnic Studies at San Francisco State University, reflects on her personal and professional experiences as a queer Asian American in academia and speaks to the significance of Queer Ethnic Studies in advancing educational equity and effective higher education administration.

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Junaydulloyevich, Abdullayev Mehriddin, Berdiyev Obid Ismatovich, and Omonova Nilufar Rahmon Qizi. "Methodology Of Organization Of "Physical Education And Sports" Lessons In Higher Educational Institutions." American Journal of Social Science and Education Innovations 03, no. 02 (2021): 313–20. http://dx.doi.org/10.37547/tajssei/volume03issue02-50.

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Sport plays an important role in understanding the identity of the nation, in joining and uniting it towards specific goals, and in demonstrating its potential and power to the world. From this point of view, the development of sports in the country is a topical and extremely important issue. As, a physically strong and healthy nation will be strong, its state will be powerful in all respects and will develop towards great progress.

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Hossler, Don, Jon P. Lund, Jackie Ramin, Sarah Westfall, and Steve Irish. "State Funding for Higher Education." Journal of Higher Education 68, no. 2 (1997): 160–90. http://dx.doi.org/10.1080/00221546.1997.11780880.

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Martinez, Mario C. "Understanding State Higher Education Systems." Journal of Higher Education 73, no. 3 (2002): 349–74. http://dx.doi.org/10.1080/00221546.2002.11777152.

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Shafer, Susanne M. "Higher Education and the State." European Education 25, no. 4 (1993): 3–6. http://dx.doi.org/10.2753/eue1056-493425043.

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FUKUSHIMA, Takashi. "Current State of Higher Education." Journal of JSEE 64, no. 6 (2016): 6_34–6_44. http://dx.doi.org/10.4307/jsee.64.6_34.

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Shelley, Gary L., and David B. Wright. "Incremental State Higher Education Expenditures." Atlantic Economic Journal 37, no. 1 (2008): 87–98. http://dx.doi.org/10.1007/s11293-008-9161-7.

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Ortega, Alberto. "State partisanship and higher education." Economics of Education Review 76 (June 2020): 101977. http://dx.doi.org/10.1016/j.econedurev.2020.101977.

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Naresh, Suparna. "Towards a Knowledge Society – State Contribution in Higher Education." Journal of Advanced Research in Journalism & Mass Communication 05, no. 03 (2018): 22–25. http://dx.doi.org/10.24321/2395.3810.201810.

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Koichumanova, Nurgul, and Zamira Abdukarimova. "SEARCH FOR BEST PRACTICES IN MULTILINGUAL EDUCATION (DEVELOPMENT OF MULTILINGUAL HIGHER EDUCATION INSTITUTIONS)." Alatoo Academic Studies 19, no. 3 (2019): 31–37. http://dx.doi.org/10.17015/aas.2019.193.03.

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Despite the fact that in 2008 in the Kyrgyz Republic was adopted the Concept of multilingual and multicultural education, in 2014 was adopted the National Program for the Development of the State Language and improving the language policy in the Kyrgyz Republic for 2014-2020, there are currently no cardinal changes in expanding the spheres of use of the state language, primarily in public administration, paperwork and professional communication, as well as in higher education. Kyrgyz language insufficiently applied in the fields of economics, education, science and in the training of specialists.

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Hemlata. B.K, Hemlata B. K., and Dr Shinde Jaganath. R. "Women in Higher Education: A Sociological Study in Karnataka State." International Journal of Scientific Research 3, no. 8 (2012): 437–38. http://dx.doi.org/10.15373/22778179/august2014/134.

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Lapina, Inga, Renāte Roga, and Peeter Müürsepp. "Quality of higher education." International Journal of Quality and Service Sciences 8, no. 3 (2016): 263–78. http://dx.doi.org/10.1108/ijqss-04-2016-0029.

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Purpose Higher education institutions (HEIs) are becoming more aware of the effects of globalization and of the fact that the need for international work experience, as well as partially or fully acquired education abroad, is increasing. The aim of the research is to analyze factors influencing international students’ decision regarding the country and HEIs and to evaluate students’ learning experience and satisfaction with their choice to develop suggestions for the improvement of different dimensions related to the quality and export of higher education. Design/methodology/approach Several research methods, such as literature review, logical and comparative analysis, as well as the empirical method to obtain information by conducting a survey, and the induction method to interpret and generalize the survey results are applied in this research. To discover learning experiences and determinants of students’ choice of the host country and HEI, research was carried out, under which two questionnaires were developed. The survey involved foreign students from seven HEIs in Latvia and one Estonian university. Findings The environment in which HEIs operate is becoming more open to the increasing international influence and competition and leads to increasing opportunities for international studies and choice available to students. The quality of the academic staff and study programmes are the most important factors in creating value for the student. As a result of the research, suggestions for higher education quality improvement and export development have been structured within economics, culture and quality dimensions into three levels – individual, institutional and state. Research limitations/implications The study does not analyze the foreign students’ countries of origin in terms of political, economic situations or other factors. Upon researching the proportion of foreign students in Latvian HEIs, it was found that most students acquire education in Riga; therefore, regional HEIs have not been included in the survey. Originality/value The results obtained can be used to improve the quality of higher education and encourage the export of higher education by introducing the necessary changes in the areas identified during the research at the state as well as HEI level. The authors also provide an insight into the areas where implementation of changes is necessary to improve the international students’ level of satisfaction and their learning experience.

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Avshenyuk, Nataliya. "USA Education Policy in Transnationalization of Higher Education." Comparative Professional Pedagogy 8, no. 1 (2018): 7–12. http://dx.doi.org/10.2478/rpp-2018-0001.

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AbstractThe analysis of American experience of higher education transnationalization, as well as influence of these processes on various spheres of social development has been done. The main factor is the desire to improve the quality of higher education national system, which leads to positive competition between local and foreign universities and serves as an important incentive for improving the quality of educational services. The obtained results testify that over the past decades the higher education transnationalization has become a subject of state “soft power” policy aimed at addressing specific internal political, social and financial problems. The “soft power” policy concept (by J. Nye) defines it as the ability of a country to get the desired issue by self-attractiveness rather than conquest power or money. The key of “soft power” is the image of the state, which is formed and managed not only by the government, but the citizens themselves, the country as a whole, including its history, achievements, culture, etc. The study leads to the conclusion that higher education transnationalization in the United States is a result of active international marketing activities of universities, as well as targeted state economic, political and information support. The prognostic potential of the conducted scientific research enables the concept development of Ukrainian higher education integration into the world educational space on the basis of constructive ideas of foreign experience consideration at the state and institutional levels.

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Payne, Erin T. "Review of Higher Education and the Nation State: The International Dimension of Higher Education." Canadian Journal of Higher Education 32, no. 3 (2002): 122–27. http://dx.doi.org/10.47678/cjhe.v32i3.183423.

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Baker, William W. "State fiscal crisis squeezes higher education." California Agriculture 48, no. 6 (1994): 2. http://dx.doi.org/10.3733/ca.v048n06p2.

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Zumeta, William. "State Policies and Private Higher Education." Journal of Higher Education 63, no. 4 (1992): 363–417. http://dx.doi.org/10.1080/00221546.1992.11778376.

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Marcus, Laurence R. "Restructuring State Higher Education Governance Patterns." Review of Higher Education 20, no. 4 (1997): 399–418. http://dx.doi.org/10.1353/rhe.1997.0010.

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19

Loughlin, John, Michael Connolly, and John Ditch. "Policy research; Higher education; Welfare state." Public Money & Management 8, no. 1-2 (1988): 105–6. http://dx.doi.org/10.1080/09540968809387476.

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Barak, Robert J., and Charles R. Kniker. "Benchmarking by state higher education boards." New Directions for Higher Education 2002, no. 118 (2002): 93–102. http://dx.doi.org/10.1002/he.58.

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McLendon, Michael K., and Laura W. Perna. "State Policies and Higher Education Attainment." ANNALS of the American Academy of Political and Social Science 655, no. 1 (2014): 6–15. http://dx.doi.org/10.1177/0002716214541234.

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This article introduces a collection of empirical work that examines the role of state policy in promoting students’ progression into and through higher education. We provide an overview of U.S. state policy innovations that have occurred in recent years and we identify both the challenges and opportunities associated with studying public policy and higher education attainment in the states. The article concludes by outlining the perspectives of the articles included in this collection and provides a synopsis of each.

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Fumasoli, Tatiana. "The state of Higher Education Quarterly." Higher Education Quarterly 72, no. 1 (2018): 2. http://dx.doi.org/10.1111/hequ.12157.

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Koval, Elena, Ksenia Ilyina, and Anatasia Fefelova. "Investing in higher education marketing." Problems of Innovation and Investment Development, no. 21 (December 27, 2019): 125–34. http://dx.doi.org/10.33813/2224-1213.21.2019.13.

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The aim of the article is to research the state and prospects of expanding investments in the marketing of higher education and adapting to the fluctuations in the educational services market. The research methodology is based on the methods of scientific abstraction in determining the components of the market, comparative analysis of the world experience and domestic sources of the higher education institutions financing, analysis of the expenditures structure on education in the state budget of the country, monographic method of the studing the state and improving of the competitiveness in domestic institutions of higher education, statistics information. The scientific novelty of the conducted research is that the state of financing of higher education institutions is scientifically substantiated, alternative instruments of financing of investments in marketing of educational services are analyzed, directions of increase in competitiveness of market participants are outlined. Conclusions.Among other important areas of the European Union’s investment model are research, innovation and digitization in research marketing projects, as well as the financing of projects in the fields of skills, education, training and social innovation. Higher education reform in Ukraine aims to integrate into the European higher education area and the research area on the basis of a competitive national higher education system. Expanding the international activity of domestic higher education institutions is aimed at introducing modern global trends ofthe investment in higher education marketing.

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Hamilakis, Yannis. "Archaeology in Greek higher education." Antiquity 74, no. 283 (2000): 177–81. http://dx.doi.org/10.1017/s0003598x00066321.

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The teaching of archaeology in higher education in Greece cannot be viewed in isolation from the broader realms of antiquity, archaeology and the past in modern Greek society and the context of Greek higher education. A growing body of literature has shown that archaeological antiquities have contributed substantially to the generation and perpetuation of a genealogical national myth upon which the modern nation- state of Greece was founded (e.g. Gourgouris 1996; Herzfeld 1982, 1987; Kitromilides 1989; Morris 1994; Skopetea 1988). This ideology of nationalism not only presented the nation-state as the ideal form of political organization for 19th-century Greece, but also presented the inhabitants of Greece as direct descendants of Socrates and Plato. Intellectuals and the emerging middle class merchants imported this western romantic ideology (so popular amongst the European middle-class of the time) into Greece.

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Dougherty, Kevin J., Sosanya M. Jones, Hana Lahr, Rebecca S. Natow, Lara Pheatt, and Vikash Reddy. "Performance Funding for Higher Education." ANNALS of the American Academy of Political and Social Science 655, no. 1 (2014): 163–84. http://dx.doi.org/10.1177/0002716214541042.

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Since the 1970s, federal and state policy-makers have become increasingly concerned with improving higher education performance. In this quest, state performance funding for higher education has become widely used. As of June 2014, twenty-six states were operating performance funding programs and four more have programs awaiting implementation. This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding. Performance funding has become quite widespread with formidable political support, yet it has also experienced considerable implementation vicissitudes, with many programs being discontinued and even those that have survived encountering substantial obstacles and unintended impacts. Although evidence suggests that performance funding does stimulate colleges and universities to substantially change their policies and practices, it is yet unclear whether performance funding improves student outcomes. The article concludes by advancing policy recommendations for addressing the implementation obstacles and unintended side effects associated with performance funding.

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Atkinson-Grosjean, Janet, and Garnet Grosjean. "Performance Models in Higher Education." education policy analysis archives 8 (June 29, 2000): 30. http://dx.doi.org/10.14507/epaa.v8n30.2000.

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Higher education (HE) administrators worldwide are responding to performance-based state agendas for public institutions. Largely ideologically-driven, this international fixation on performance is also advanced by the operation of isomorphic forces within HE's institutional field. Despite broad agreements on the validity of performance goals, there is no "one best" model or predictable set of consequences. Context matters. Responses are conditioned by each nation's historical and cultural institutional legacy. To derive a generalized set of consequences, issues, and impacts, we used a comparative international format to examine the way performance models are applied in the United States, England, Australia, New Zealand, Sweden, and the Netherlands. Our theoretical framework draws on understandings of performance measures as normalizing instruments of governmentality in the "evaluative state," supplemented by field theory of organizations. Our conclusion supports Gerard Delanty's contention, that universities need to redefine accountability in a way that repositions them at the heart of their social and civic communities.

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Kazancoglu, Yigit, and Yesim Deniz Ozkan-Ozen. "Lean in higher education." Quality Assurance in Education 27, no. 1 (2019): 82–102. http://dx.doi.org/10.1108/qae-12-2016-0089.

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PurposeThis research aims to investigate and define the eight wastes of lean philosophy in higher education institutions (HEIs) by proposing a multi-stage model.Design/methodology/approachThe authors have used a specific multi-criteria decision-making method, fuzzy decision-making trial and evaluation laboratory, to investigate the cause–effect relationships and importance order between criteria for wastes in HEIs. In total, 22 criteria were categorized under eight wastes of lean. The study was implemented in a business school with the participation of faculty members from different departments.FindingsThe results showed that the most important wastes in the business school selected were repeated tasks, unnecessary bureaucracy, errors because of misunderstanding/communication problems, excessive number of academic units and creation of an excessive amount of information. Another important result was that all the sub-wastes of talent were in the causes group, while motion and transportation wastes were in the effect group.Practical implicationsA road map to guide lean transformation for HEIs is proposed with a multi-stage model and potential areas for improvement in HEIs were presented.Originality/valueThis study proposes a multi-stage structure by applying multi-criteria decision-making to HEIs, focussing on wastes from a lean perspective.

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Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova, and V. N. Ponikarova. "Higher Education Teacher Readiness for Inclusive Education." Psychological-Educational Studies 11, no. 3 (2019): 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.

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Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.

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Czerniewicz, Laura. "Calculating Coloniality in Higher Education." Pacific Journal of Technology Enhanced Learning 3, no. 1 (2021): 2. http://dx.doi.org/10.24135/pjtel.v3i1.106.

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This keynote explores the idea that coloniality describes the emergent and future state of higher education. Coloniality refers to the ongoing systems, practices and patterns of power that echo and repeat colonial forms of engagement, in which we are all participants. Through dominant digitally-mediated extractive business models, these practices are becoming the default terms of social and educational relationships and are being internalised, normal and lived. The talk will consider the key ongoing colonial characteristics which echo historically, and which are being re-enacted and reinscribed in the present. The characteristics which will be elaborated on are : 1) central goals of profit making and market expansion, enabled by technology 2) the exploitation of natural resources and of human beings 3) the promise of improvement and progress through shared belief systems 4) premised on, amplifying and engendering inequality 5) Assimilation as a central strategy of buy-in and 6) a homogenised culture and filtered world view.  To conclude, there will be some thoughts on responding to this state of coloniality given that it is the dominant reality for scholars, educators and students in higher education, even more deeply entrenched due to the pandemic. References https://czernie.weebly.com

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Averina, Olga I., Natalia F. Kolesnik, and Olga N. Sveshnikova. "Accounting Education: Current State and Prospects of Domestic Higher Education." Integration of Education 21, no. 3 (2017): 546–62. http://dx.doi.org/10.15507/1991-9468.088.021.201703.546-562.

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NAITO, Toshiya. "Present State of Engineering Education : Positioning in Higher Education - improvement." Journal of JSEE 61, no. 6 (2013): 6_39–6_42. http://dx.doi.org/10.4307/jsee.61.6_39.

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Rai, Dhananjay. "Regulation, Higher Education and Transformation." Indian Journal of Public Administration 64, no. 4 (2018): 543–64. http://dx.doi.org/10.1177/0019556118783049.

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This article examines recent ongoing churning around independent regulatory authorities in higher education in India in the context of the changing relationship between polity and policy in the emergent neoliberal state discourse. The disconnect between polity and policy needs to be examined concerning people’s power in liberal democratic theory. People’s power and higher education are intertwined since the former has legitimate claim over the latter. Hence, this article, at the outset, examines the anatomy of regulation vis-à-vis people’s power. Thereafter, regulation and knowledge are examined congruently. Regulation and higher education in India are explained by way of clarifying the constitutional provisions and analysing emerging policy proposals regarding centralisation, commercialisation and regulations. This article highlights the importance of higher education for transformation. In this regard, ten challenges are outlined in the end.

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Kumar, Vikas, and Pooja Nanda. "Social Media in Higher Education." International Journal of Information and Communication Technology Education 15, no. 1 (2019): 97–108. http://dx.doi.org/10.4018/ijicte.2019010107.

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Distance education or learning has been around for a long time and with the advent of mobile devices like the smart phone, it is inevitable that mobility impacts the distance education arena. Mobile learning in this article is defined as the “mobile” state of the learner. In theory, this amplifies the flexibility of distance and online learning, reducing the significance of geographic location while increasing that of contextuality. The affordances of mobility empower students to participate as part of context-aware ubiquitous learning. There are a diversity of contexts, methods, and technologies used. There is a need to have a stronger connection between mobile technology integration and a learning-theoretical framework to guide research, practice, and policy. It is important to integrate mobile and emerging technologies with education through an appropriate evidence-based learning design framework.

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Aguirre, Flor De Maria Sanchez. "E-learning Tutoring and Emotional States in Higher Education." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 636–48. http://dx.doi.org/10.47059/revistageintec.v11i3.1964.

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De Wit, Hans. "Internationalization of Higher Education." Journal of International Students 10, no. 1 (2020): i—iv. http://dx.doi.org/10.32674/jis.v10i1.1893.

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Universities have always had international dimensions in their research, teaching, and service to society, but those dimensions were in general more ad hoc, fragmented, and implicit than explicit and comprehensive. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies.  Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation.  Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.  In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension. In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28) Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.  Some of the main trends in internationalization in the past 30 years have been:  More focused on internationalization abroad than on internationalization at home More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations Increasingly driven by national, regional, and global rankings Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments Less important in emerging and developing economies, and more of a particular strategic concern among developed economies  In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019). Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding.  Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other.  These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows:  The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015)  This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society.  Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.

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Minin, M. G., E. O. Frantcuzskaia, A. S. Minich, K. A. Smyshlyaev, and A. V. Smyshlyaev. "Export of Higher Education: Innovations in Physical Education Practice." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (2020): 129–35. http://dx.doi.org/10.31992/0869-3617-2020-6-129-135.

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Creating conditions for the export potential is one of the drivers for the development of the domestic higher education. All the factors of socio-cultural adaptation of foreign students are to be identified in order to build a world-class educational background in Russian universities. The potential of physical education to solve the problems of foreign student integration into the Russian social environment is an urgent area of modern pedagogical research. The article presents the authors’ vision of organizational and pedagogical methods to transform physical education practice at university and to designate some new types of professional teaching activities of a physical education instructor. The research centered in the following Tomsk universities: Siberian State Medical University, National Research Tomsk Polytechnic University, and Tomsk State Pedagogical University. The international component in the educational ecosystem development in Tomsk Region is outlined in the field of the regional project to create the Big University. The applied methods for the research involved analysis of theoretical sources, surveys, observations, product analysis, and the expert assessment method.

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Ярая, Татьяна, Tatyana Yaraya, Леся Рокотянская, and Lesya Rokotyanskaya. "Monitoring the State of Inclusive Higher Education." Standards and Monitoring in Education 6, no. 3 (2018): 3–11. http://dx.doi.org/10.12737/article_5b290bb74417d5.74335662.

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The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal documents in the part of inclusive education, approved by the orders of the Ministry of Education and Science of the Russian Federation and resolutions of the Government of the Russian Federation.

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Romanov, Evgeny V. "Higher Education: Current State and Development Prospects." Economic Policy 13, no. 3 (2018): 182–205. http://dx.doi.org/10.18288/1994-5124-2018-3-08.

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Kurre, Frank L., Larry Ladd, Mary F. Foster, Michael J. Monahan, and Daniel Romano. "The State Of Higher Education In 2012." Contemporary Issues in Education Research (CIER) 5, no. 4 (2012): 233. http://dx.doi.org/10.19030/cier.v5i4.7268.

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The higher education sector is experiencing an escalating pace of change. Even colleges and universities with the greatest resources and strongest brands are confronting change, particularly as a result of the digital revolution that is radically impacting modes of learning and accessibility to knowledge. These changes are driven by market pressures i.e., by the demands and expectations of students and faculty. At the same time, all of higher education continues its evolution in response to ongoing price pressures, to reduced governmental support, to growing competition from the for-profit higher education sector, to its own ethical challenges, and to changes in the regulatory environment. Boards, presidents, provosts and CFOs are addressing these risks and challenges with new strategies and unique action plans that are a far cry from traditional approaches to higher education.

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GITTELL, ROSS, and NORMAN SEDGLEY. "High Technology and State Higher Education Policy." American Behavioral Scientist 43, no. 7 (2000): 1092–120. http://dx.doi.org/10.1177/00027640021955775.

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Goertz, Margaret E., and Linda M. Johnson. "STATE POLICIES FOR ADMISSION TO HIGHER EDUCATION." ETS Research Report Series 1985, no. 2 (1985): i—31. http://dx.doi.org/10.1002/j.2330-8516.1985.tb00111.x.

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Callan, Patrick M., William Doyle, and Joni E. Finney. "Evaluating State Higher Education PerformanceMeasuring Up 2000." Change: The Magazine of Higher Learning 33, no. 2 (2001): 10–19. http://dx.doi.org/10.1080/00091380109601782.

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Delaney, Jennifer A., and William R. Doyle. "State Spending on Higher Education Capital Outlays." Research in Higher Education 55, no. 5 (2013): 433–66. http://dx.doi.org/10.1007/s11162-013-9319-2.

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Brunner, Jos� Joaqu�n. "Chile's higher education: between market and state." Higher Education 25, no. 1 (1993): 35–43. http://dx.doi.org/10.1007/bf01384040.

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Lucio, Ricardo, and Mariana Serrano. "The state and higher education in Colombia." Higher Education 25, no. 1 (1993): 61–72. http://dx.doi.org/10.1007/bf01384042.

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McLendon, Michael K., and Stuart Eddings. "Direct Democracy and Higher Education: The State Ballot as an Instrument of Higher Education Policy Making." Educational Policy 16, no. 1 (2002): 193–218. http://dx.doi.org/10.1177/0895904802016001010.

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Iryna Zvarych, Iryna Zvarych. "USA HIGHER EDUCATION REFORMING - EXPERIENCE FOR HIGHER LEARNING INSTITUTIONS OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 21–24. http://dx.doi.org/10.17721/2415-3699.2018.8.05.

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The higher education reform in the USA is conditioned by certain processes of graduates’ competitiveness, market orientation, and the tendency to form a single educational space. Significant success has been achieved in the US Higher Education. The American higher education system integrated all the best with the education of other countries and thus influenced to the crisis overcoming in the country, partly contributed to solve the unemployment problem, poverty, improve the women situation, people with disabilities, representatives of national minorities. The history events, socio-economic transformations, aspiration to be a leader in the world market, influenced respectively to the development of state higher education. Through reforms in American society, education has become more open, diverse, versatile. It differs from European standards, characterized as democratic education, open to all interested persons. The most important achievement of American Education is the system of teachers’ assessment, which involves students, colleagues, the state authority, the administration of Higher Learning Institution. This article focuses on the brief history events of reforming the US education; the approaches to assessing the teachers’ professional activity; the attempt to compare these reproaches of both system of education: in Ukraine and in the USA.

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Sanko, A. M., and N. V. Solovova. "INSTITUTIONAL CHANGES IN HIGHER EDUCATION." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 74 (2020): 70–76. http://dx.doi.org/10.37313/2413-9645-2020-22-74-70-76.

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The system of management of educational institutions is one of the most controversial in the entire system of the modern Russian economy, which is due to the General crisis phenomena that are becoming particularly acute in the field of education, so today a systematic approach to the management of educational organizations has not been developed. Thus, 4-5% of the Russian state budget expenditures are allocated to support educational institutions. Legal problems are also added to the financial problems of education. In the Russian Federation, there are currently a number of mutually exclusive draft laws in the field of education. In addition, there are problems with training professional personnel to manage such organizations on a national scale. The article examines the factors that influence institutional changes; various types of institutional changes in higher education institutions, as well as ways to reflect them on the content component of these changes. In determining the functions of departments of educational institutions revealed the relationship of barriers to the interaction of employees with increasing their functionality, thereby increasing the level of conflict, and a shift in value orientations of educational activities aimed student on the importance of research activities aimed at the modern performance indicators of departments, which naturally affected the degree of satisfaction from doing it well. As part of the pilot study, models of management of educational structural divisions in higher education were identified, which have a significant impact on the performance of both a separate structural division and the entire educational organization as a whole.

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Ashirbekova, D. A., and G. Zh Nurmukhanova. "Global trends in financing higher education." Bulletin of "Turan" University, no. 1 (March 31, 2021): 152–57. http://dx.doi.org/10.46914/1562-2959-2021-1-1-152-157.

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This article describes the types of higher education institutions financing around the world, as well as the features of university financing and their structural changes in the context of the countries of the world. The management system of higher education around the world is multifunctional, complexly structured. This activity appears to be specially organized by the state authorities jointly with public institutions and is aimed at increasing the effectiveness of the higher education sector in the context of the implementation of the goals and objectives of the state in a particular historical period of development. In the last decade, there has been a demand for educational services and a corresponding increase in the cost of financing higher education. The drivers of this increase were wage growth, the cost of modern infrastructure, and the slow response to rising costs. The decline in government revenue has led to more efficient use of resources and careful monitoring of research results, since the priority for the state is to strictly evaluate the results for their funding, and research funded by the private sector has clear goals. Universities in the updated system of values stimulate the development of society, implement the training of personnel required by the market. New challenges – the pandemic and the development of the digital economy-provide new opportunities for people focused on higher education, and at the same time change the education system itself and its financing mechanisms.

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Shakirova, V. V., O. S. Sadomceva, and L. A. Dzhigola. "Organization of distance education in chemistry in higher education." SHS Web of Conferences 113 (2021): 00089. http://dx.doi.org/10.1051/shsconf/202111300089.

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The study focuses on the problems of distance learning in higher natural science education (using the example of chemical education). The issues of history of development of means and methods of e-learning using remote educational technologies are discussed. The study focuses on the activities of the Department of Analytical and Physical Chemistry of Astrakhan State University in the field of organizing and conducting classes in specialized chemical disciplines with students during the period of self-isolation. Attention is paid to the organization and conduct of distance learning during the period of self-isolation, through the Moodle virtual educational environment. Advantages and disadvantages of distance learning, difficulties of conducting classes in a distance form in the discipline of “chemistry,” as well as factors ensuring obtaining quality education are considered.

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