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Abstrak Jurnal Elektronik - Portal ewarga Universiti Kebangsaan

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Abstrak Jurnal Elektronik - Portal ewarga Universiti Kebangsaan
SIDANG REDAKSI
Penaung
En. Abu Bakar Maidin
Penasihat
Pn. Thuraiyen Nadzrah Mohd
Ghazali
Ketua Editor
Pn. Lela Ruzma Mohd Shaari
Pn. Hafsah Mohd.
Ahli-Ahli
Pn. Lela Ruzma Mohd Shaari
Cik Rohalia Mohd Rohani
En. Shamsudin Ibrahim
En. Abdul Muhaimin Sabron
Rekabentuk Grafik
Pn. Sa’diah Sanad
Cik Rohalia Mohd Rohani
KANDUNGAN
Pengenalan
3
Panduan Mengakses Jurnal Elektronik
4
Senarai Jurnal Elektronik: Pengajian Tinggi
6
Panduan Mengakses Jurnal Bercetak
9
Senarai Jurnal Bercetak: Pengajian Tinggi
10
BAHAGIAN A - ABSTRAK JURNAL ELEKTRONIK
Dasar
11
Sumber Manusia
16
Pentadbiran Korporat
21
Lain-Lain
24
BAHAGIAN B - ABSTRAK JURNAL BERCETAK
Dasar
27
Sumber Manusia
29
Pentadbiran Korporat
31
Lain-Lain
33
Perkhidmatan Artikel Terpilih
36
PENGENALAN
Penerbitan ini merupakan usaha untuk menyebarkan maklumat mengenai artikel jurnal
terkini berkaitan pengajian tinggi. Abstrak Pengajian Tinggi ini diterbitkan daripada cetusan idea
YBhg. Prof. Dato’ Dr. Sharifah Hapsah Syed Hasan Shahabudin, Naib Canselor UKM bersempena
lawatan beliau ke Perpustakaan Tun Seri Lanang pada 20 Oktober 2006.
Penerbitan ini mengandungi abstrak-abstrak terpilih dan terkini daripada koleksi jurnal langganan
Perpustakaan yang terdiri dari jurnal bercetak dan elektronik. Senarai judul jurnal bercetak dan
elektronik juga disediakan untuk keluaran yang pertama ini.
Bidang perkara yang dipilih bagi keluaran ini adalah seperti;
1. Dasar
2. Sumber Manusia
3. Pentadbiran Korporat
4. Lain-lain
Penerbitan ini dihasilkan oleh Bahagian Perkhidmatan Penyelidikan dengan kerjasama Bahagian
Pengurusan Jurnal dan Jilidan , Perpustakaan Tun Seri Lanang, UKM.
Untuk maklumat lanjut, sila hubungi
Tel:
Bahagian Perkhidmatan Penyelidikan
Perpustakaan Tun Seri Lanang
Universiti Kebangsaan Malaysia
43600 UKM Bangi, Selangor Darul Ehsan
E-mel: lelaruzma@yahoo.com / lela@pkrisc.cc.ukm.my
603-89215848 / 603-89215126 / 603-89213241 / 603-89215846
Faks: 603-89213196
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
3
Panduan Mengakses Jurnal Elektronik Melalui Pangkalan Data A-to-Z
Langkah 1
i)
ii)
iii)
iv)
Masuk ke laman web UKM di alamat http://www.ukm.my
Klik Perpustakaan Tun Seri Lanang
Klik Portal e-Jurnal
Masukkan nama pengguna (user ID) dan katalaluan (password)
Contoh: User ID : 5012345
Password : 123456
Paparan skrin muka hadapan Portal E-Jurnal
Langkah 2
i) Klik A-to-Z dari senarai pangkalan data yang dipaparkan
Senarai pangkalan data yang dilanggan oleh Perpustakaan
Pangkalan data A-to-Z merupakan satu kemudahan pengaksesan jurnal elektronik melalui judul
jurnal yang dipautkan kepada pangkalan data teks penuh, abstrak / indeks.
ii) Taip “Higher Education” sebagai kata punca dan klik search untuk mendapatkan senarai judul
jurnal
4
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
Panduan Mengakses Jurnal Elektronik Melalui Pangkalan Data A-to-Z
Kata punca yang ditaip:
“Higher Education”
Senarai judul jurnal mengikut abjad berkaitan pengajian tinggi
ASHE-ERIC Higher Education Report
Judul Jurnal
Academic Search Elite 2001 - 2004
Education Full Text Only 1995 - 2003
Judul Pangkalan Data
Publisher: John Wiley & Sons Limited
Penerbit
Subject: Education -- Theory and practice of
education -- Higher education
Bidang Perkara
Contoh judul jurnal daripada senarai yang dipaparkan
Terdapat 2 pangkalan data yang berkaitan dengan Jurnal ASHE-ERIC Higher Education Report
Langkah 3
i) Klik “ Academic Search Elite ” untuk membuat pautan kepada penerbitan ASHE-ERIC Higher
Education Report
ii) Klik pada tahun penerbitan yang dipilih untuk mendapatkan senarai artikel bagi tahun tersebut.
iii) Pilih artikel yang mempunyai PDF format untuk mendapatkan teks penuh
Klik Tahun Penerbitan
yang dipilih
Paparan dari pangkalan data Academic Search Elite
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
5
Senarai
1.
Art, Design and Communication in Higher
Education
Education Full Text Only 2005 to present
(Embargo: 3 months)
Publisher: Intellect Limited
Subject: Fine arts -- Arts in general
9.
2.
ASHE-ERIC Higher Education Report
Academic Search Elite 2001 - 2004
Education Full Text Only 1995 - 2003
Publisher: John Wiley & Sons Limited
Subject: Education -- Theory and practice of education
-- Higher education
3.
ASHE Higher Education Report
Academic Search Elite 2005 to present
(Embargo: 1 year)
Education Full Text Only 2004 to present
Publisher: John Wiley & Sons Limited
Subject: Education -- Theory and practice of education
10. Connection : New England's Journal of Higher
Education
Academic Search Elite 1996 - 2001
ERIC Plus Text 1998 to present
ProQuest Education Journals 1998 to present
Publisher: New England Board of Higher Education
Subject: Education -- Theory and practice of education
-- Higher education
4.
Assessment and Evaluation in Higher Education
Academic Search Elite 1991 to present
(Embargo: 1 year)
ProQuest Education Journals 1997 - 2000
Publisher: T & F Informa UK Limited
Subject: Education -- Theory and practice of education
5.
Black issues in higher education
Academic Search Elite 1996 - 2005
Education Full Text Only 1996 - 2005
ERIC Plus Text 1994 to present
Publisher: Cox Matthews and Associates Incorporated
Subject: Education -- Special aspects of education -Education of special classes of persons
6.
7.
8.
6
Jurnal Elektronik: Pengajian Tinggi
The Canadian Journal of Higher Education. La
Revue Canadienne d'Enseignement Superieur
Education Full Text Only 2002 to present
Publisher: Canadian Society for the Study of Higher
Education
Subject: Education -- Theory and practice of education
Christian Higher Education
Academic Search Elite 2002 to present
(Embargo: 1 year)
Publisher: Taylor & Francis Ltd
Subject: Education
The Chronicle of Higher Education
Academic Search Elite 1999 to present
(Embargo: 1 month)
Education Full Text Only 2000 to present
(Embargo: 1 month)
ERIC Plus Text 1988 to present (Embargo: 1 month)
Lexis.com visit source for coverage
ProQuest Education Journals 1988 to present
(Embargo: 1
month)
Wilson Education PlusText 1988 to present
(Embargo: 1 month)
Publisher: Chronicle of Higher Education
Subject: Education -- Theory and practice of education
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
Chronicle of Higher Education (RDS TableBase
from Gale Group – Responsive Database
Services, Inc.)
Lexis.com 2002 to present
Publisher: Chronicle of Higher Education
Subject: Education -- Theory and practice of education
11. Connection: The Journal of the New England
Board of Higher Education
Academic Search Elite 2002 to present
Publisher: New England Board of Higher Education
Subject: Education -- Theory and practice of education
12. Disability Compliance for Higher Education
Lexis.com visit source for coverage
Publisher: LRP Publications
Subject: Law -- Law of the United States
13. Diverse : issues in higher education
Education Full Text Only 2005 to present
ProQuest Education Journals 1994 to present
Wilson Education PlusText 1994 to present
Publisher: Cox Matthews and Associates Incorporated
Subject: Education -- Special aspects of education
14. Eurochip Project - VLSI Design in Higher
Education, IEE Colloquium on
IEEE/IEE Electronic Library (IEL) 1991 - 1991
Publisher: Unspecified
15. Higher Education
Academic Search Elite 1997 to present
(Embargo: 1 year)
Publisher: Springer Science+Business Media B.V.
Subject: Education -- Theory and practice of education
-- Higher education
16. Higher Education in Europe
Academic Search Elite 1998 to present
(Embargo: 1 year)
Publisher: Carfax Publishing Limited
Subject: Education -- History of education -Other regions or countries
17. Higher Education Policy (Elsevier)
ProQuest Education Journals 1999 to present
(Embargo: 1 year)
ScienceDirect 1996 - 2002
Publisher: Elsevier Science Limited
Subject: Education -- Theory and practice of education
Senarai
18. Higher Education Quarterly
Blackwell Synergy 1997 to present
Publisher: Blackwell Publishing Limited
Subject: Education -- History of education -- Other
regions or countries
19. Higher Education Research & Development
Academic Search Elite 1999 to present
(Embargo: 1 year)
ProQuest Education Journals 2005 to present
Publisher: Taylor & Francis Ltd
Subject: Education -- Theory and practice of education
20. Information Technology Based Higher Education
and Training, 2004. ITHET 2004. Proceedings of the
FIfth International Conference on
IEEE/IEE Electronic Library (IEL) 2004 - 2004
Publisher: IEEE / Institute of Electrical and Electronics
Engineers Incorporated
21. Innovative Higher Education
Human Sciences Press 1997 to present
Publisher: Human Sciences Press
Subject: Education -- History of education -- United
States
22. International Journal of Sustainability in Higher
Education
Emerald Insight 2000 to present
ProQuest Education Journals 2000 to present
Publisher: Emerald Group Publishing Ltd.
Subject: Education -- Theory and practice of education
23. Internet and Higher Education
ScienceDirect 1998 to present
Publisher: Elsevier Inc NY Journals
Subject: Education -- Theory and practice of education
-- Higher education
24. Journal of further and higher education
Academic Search Elite 1998 to present
(Embargo: 1 year)
Publisher: Taylor & Francis Ltd
Subject: Education -- Education (General) -- Periodicals. Societies
25. Journal of Geography in Higher Education
Academic Search Elite 1990 to present
(Embargo: 1 year)
ProQuest Education Journals 1997 - 2000
Publisher: Taylor & Francis Ltd
Subject: Geography. Anthropology. Recreation -Geography (General)
26. The Journal of Higher Education
Academic Search Elite 2003 to present
Education Full Text Only 1996 to present
ERIC Plus Text 1989 - 2003
Project Muse - Social Sciences Package
2002 to present
ProQuest Education Journals 1989 - 2003
Wilson Education PlusText 1989 – 2003
Jurnal Elektronik: Pengajian Tinggi
Publisher: Ohio State University Press
Subject: Education -- Education (General) -- Periodicals. Societies
27. Journal of Higher Education Policy and Management
Academic Search Elite 1998 to present
(Embargo: 1 year)
Business Source Premier 1998 to present
(Embargo: 1 year)
ProQuest Education Journals 1998 - 2000
Publisher: Taylor & Francis Ltd
Subject: Education -- Theory and practice of education
28. New Directions for Higher Education
Academic Search Elite 1997 to present
(Embargo: 1 year)
Publisher: John Wiley & Sons Limited
Subject: Education -- Theory and practice of education
-- Higher education
29. Perspectives : Policy and Practice in Higher
Education
Academic Search Elite 1999 to present
(Embargo: 1 year)
Publisher: Taylor & Francis Ltd
Subject: Education -- Theory and practice of education
-- Higher education
30. Planning for Higher Education
Education Full Text Only 2000 to present
Publisher: Society for College and University Planning
Subject: Education -- History of education -- United
States
31. Quality in Higher Education
Academic Search Elite 1999 to present
(Embargo: 1 year)
Publisher: Taylor & Francis Ltd
Subject: Education -- Theory and practice of education
-- Higher education
32. Quality in Higher Education, IEE Colloquium on
IEEE/IEE Electronic Library (IEL) 1995 - 1995
Publisher: Unspecified
33. Recruitment and Retention in Higher Education
Education Full Text Only 2002 to present
Publisher: Magna Publications Incorporated
Subject: Education -- Theory and practice of education
-- Higher education
34. Research in higher education
Academic Search Elite 1997 to present
(Embargo: 1 year)
Publisher: Human Sciences Press
Subject: Education -- Theory and practice of education
-- Higher education
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
7
Senarai
Jurnal Elektronik: Pengajian Tinggi
35. Research into Higher Education Abstracts
ProQuest Education Journals 1998 - 2000
Publisher: Taylor & Francis Ltd
Subject: Education -- Theory and practice of education
-- Higher education
36. Review of Higher Education
ERIC Plus Text 2003 to present
Project Muse - Social Sciences Package 1996 to
present
ProQuest Education Journals 2003 to present
Publisher: Association for the Study of Higher Education
Subject: Education -- History of education -- United
States
37. Studies in higher education
Academic Search Elite 1990 to present
(Embargo: 1 year)
ERIC Plus Text 1997 - 2000
ProQuest Education Journals 1997 - 2000
Publisher: Taylor & Francis Ltd
Subject: Education -- Theory and practice of education
-- Higher education
38. Teaching In Higher Education
Academic Search Elite 1996 to present
(Embargo: 1 year)
ERIC Plus Text 1998 - 2000
ProQuest Education Journals 1998 - 2000
Publisher: Taylor & Francis Ltd
Subject: Education -- Theory and practice of education
-- Higher education
8
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
39. The Teaching of Engineering Design Concepts in
Higher Education (Ref. No. 1999/068),
IEE Colloquium on
IEEE/IEE Electronic Library (IEL) 1999 - 1999
Publisher: Institution of Electrical Engineers
Subject: Technology
40. The Times Higher Education Supplement
Lexis.com 2000 to present
Publisher: The Times Supplements
Subject: Education -- History of education -- Other
regions or countries
41. Tribal College : Journal of American Indian Higher
Education
Wilson Education PlusText 1990 to present
Publisher: Tribal College
Subject: History: America -- America -- Indians of
North America
Panduan Mengakses Jurnal Bercetak
Langkah 1
i) Pencarian boleh dilakukan melalui OPAC Perpustakaan (GEMILANG) di alamat
http://gemilang.ukm.my
ii) Kata punca yang digunakan untuk pencarian sama ada melalui
a) judul jurnal
b) tajuk perkara
Kotak pencarian
Paparan skrin katalog awam dalam talian
Langkah 2
Taip judul jurnal “Higher education” dalam kotak pencarian (Browse) dan pilih “journal title”
Langkah 3
Sekiranya tiada maklumat judul jurnal, pencarian boleh dibuat melalui tajuk perkara dengan
menaip tajuk perkara “education, higher-periodicals” dalam kotak pencarian (Browse) dan pilih “subject”
Langkah 4
Berpandukan nombor panggilan serta judul jurnal, pelanggan boleh mendapatkan bahan di
Pengurusan Jurnal & Jilidan, Aras 3, Perpustakaan Tun Seri Lanang.
Abstrak Jurnal Pengajian Tinggi
Bahagian
- Bil. 1 - Disember 2006
9
Senarai Jurnal Bercetak: Pengajian Tinggi
Bil.
10
Nama Judul
No. Panggilan
Versi Elektronik
1
Higher Education
Siri LB2300.H53
√
2
Higher Education Quarterly
Siri L16.U55
√
3
Higher Education Management and Policy
Siri LB2341.I43
X
4
Higher Education Review
Siri L16.H5
√
5
Harvard Educational Review
Siri L11.H3
X
6
Innovative Higher Education
Siri LA227.3.A393
√
7
New Directions for Higher Education
Siri LB2300.N4
√
8
Planning for Higher Education
Siri LB3223.P6
√
9
Research in Higher Education
Siri LB2331.63.R47
√
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
Dasar
Bahagian A : Abstrak Jurnal Elektronik
Baird, K. (2006). The political economy of college
prepaid
tuition
plans.
Review
of
Higher
Education, 29(2), 141.
Rising tuition has led many states to offer college prepaid
tuition plans. These plans are consistent with the trend in
higher education policy toward meeting the needs of
wealthier households. The paper argues that the public
interest in these plans is hard to find; moreover, median
voter theory suggests that prepaid tuition plans may have
the unintended consequence of higher tuition inflation, thus
making college less affordable for those least able to afford
it. [PUBLICATION ABSTRACT]
Blackmur, D. (2006). The South African MBA review
and the principles of efficient regulation. Quality
in Higher Education, 12(1), 81-93.
The South African Council on Higher Education (CHE) has
developed a model to regulate the provision of postgraduate
qualifications. This model was applied in the first instance to
the MBA. Accreditation was withdrawn from 15 MBAs, 15
were granted conditional accreditation, and seven were fully
accredited. This paper takes forward an earlier evaluation
and argues that the CHE did not observe the internationally
recognized principles and processes of efficient regulation.
Its regulation of MBAs is a paradigm case of failure in public
policy construction and implementation. The consequences
may extend beyond those immediately affected by the CHE’s
decisions to impact adversely on South Africa’s regulatory
reputation. ABSTRACT FROM AUTHOR
Class vs. race. (2006). Connection: The Journal of the
New England Board of Higher Education, 21(2),
7-7.
The article highlights the result of a study conducted by the
James Irvine Foundation Campus Diversity Initiative on the
efforts by U.S. colleges and universities to expand access to
underrepresented minorities. The study found that efforts by
U.S. colleges to increase enrollment of underrepresented
minority students do not encourage economic diversity. It
further noted that much of the growth in underrepresented
minority students between 2000 and 2004 involved students
who were not low-income.
Devlin, M. (2006). Policy, preparation, and prevention:
proactive minimization of student plagiarism.
Journal
of
Higher
Education
Policy
&
Management, 28(1), 45-58.
Countless cases of plagiarism are detected across the
Australian higher education sector each year. Generally
speaking, policy and other responses to the issue focus on
punitive, rather than on educative, measures. Recently, a
subtle shift is discernable. As well as ensuring appropriate
consequences for plagiarists, several universities are
beginning to formalize the inclusion of learning and teaching
strategies in anti plagiarism related policy and practice, as
well as paying closer attention to the communication of
unambiguous definitions of plagiarism. This article outlines
one example of the emerging educative approach and
details the ways in which this approach has been
implemented across an entire university. The necessity of
evidence based evaluation of approaches to reducing
plagiarism in higher education is discussed. ABSTRACT
FROM AUTHOR
Dowd, A., & Coury, T. (2006). The effect of loans on
the persistence and attainment of community
college students. Research in Higher Education,
47(1), 33-62.
This study informs public policies regarding the use of
subsidized loans as financial aid for community college
students. Using logistic regression, it analyzes the National
Center for Education Statistics’ Beginning Postsecondary
Students (BPS 90/94) data to predict persistence to the
second year of college and associate’s degree attainment
over five years. During the period under study, loans did not
contribute to higher persistence and attainment rates. Loans
are observed to have a negative effect on persistence and
no effect on degree attainment. Estimates of the interaction
effects of borrowing and income status are insignificant but
demonstrate the need for further testing. The findings are
attributed to a combination of the high uncertainty of degree
completion among community college students and the
negative affective component of indebtedness. ABSTRACT
FROM AUTHOR
Duggan, F. (2006). Plagiarism: Prevention, practice
and policy. Assessment & Evaluation in Higher
Education, 31(2), 151.
The article discusses plagiarism prevention, practice and
policy in higher education in Great Britain. The first recorded
study of student cheating, including plagiarism, in the
country was conducted in 1995, before access to electronic
resources became commonplace in higher education
institutions. A holistic approach is needed to improve
detection and prevention of plagiarism.
Gallacher,
J.
(2006).
Widening
access
or
differentiation and stratification in higher
education
in
Scotland.
Higher
Education
Quarterly, 60(4), 349-369.
Abstract Widening access to higher education (HE) has been
an important policy objective in Scotland over the last
twenty years. While there is evidence that high levels of
participation have been achieved, and some evidence of
reduction in inequalities in participation rates among young
people entering higher education, there is also evidence of
persisting inequalities, and of patterns of differentiation and
stratification. As a result there is evidence that, with the
development of mass higher education in Scotland, a
stratified system of higher education has emerged.
Furthermore there is evidence that these patterns of
stratification are being maintained over time, despite the
policies which are designed to widen access. This paper will
review the evidence regarding the
nature and extent of these patterns
of s tra t ifi c at ion , and bri ef ly
consider the
policies which are
designed to tackle this issue.
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
11
Dasar
Bahagian A : Abstrak Jurnal Elektronik
Harney, J. O. (2006). An international strategy.
Connection: The Journal of the New England
Board of Higher Education, 21( 2), 5-5.
The article stresses the need for a comprehensive U.S.
national policy on international education. International
education is one key to spreading democracy around the
world and to boost the country's economic competitiveness.
It can be achieved by recruiting foreign students of all
backgrounds to U.S. colleges and universities, by expanding
and diversifying study abroad among U.S. college students,
and by increasing international awareness among all
citizens.
Katrina A. Meyer ER -. (2006). When topics are
controversial: Is it better to discuss them faceto-face or online? Innovative Higher Education,
V31(3), 175-186.
Abstract Ten students in a graduate-level course on
Historical and Policy Perspectives in Higher Education held
face-to-face and online discussions on five controversial
topics: diversity, academic freedom, political tolerance,
affirmative action, and gender. Upon completion of each
discussion, they assessed their comfort, honesty, concern
for others’ feelings, similarity of feelings to others, and
willingness to disagree and then compared the face-to-face
and online discussions on these measures. Students’
assessments are complex and indicate that some topics did
elicit feelings of discomfort, concern for others’ feelings, and
willingness to disagree in the face-to-face discussions.
However, despite these feelings, the majority of students
continued to prefer the face-to-face discussions. Online
discussions were valued to a lesser extent, but a consistent
minority of students were more comfortable in that setting.
The age and race of the student also created differences in
responses.
Konur, O. (2006). Teaching disabled students in
higher education. Teaching in Higher Education,
11(3), 351-363.
As the number of disabled students in higher education has
increased in recent years, teaching them in compliance with
public policy while maintaining academic standards has
become a crucial issue. The access of disabled students to
programs and to the curriculum are two separate but
inter-linked features of such policies. This paper reviews the
key features of the major four anti-discrimination laws and
outlines the key adjustments to the curriculum for these
students that are needed in response. It then outlines and
discusses the current research on these adjustments. Four
curriculum adjustments are explored: presentation format,
response format, timing, and setting.
The policy and practice of the curriculum adjustments have implications for
academic staff. Research priorities are
set out in relation to the attitudes of
disabled students, academic staff,
managerial or support staff, and
non-disabled students. ABSTRACT
FROM AUTHOR
12
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
Kreber, C. (2006). Comparing approaches taken in
different countries. New Directions for Higher
Education, (133), 101-111.
The level of funding made available for pedagogical
innovation, a function of external policy context, is
important but not sufficient for effecting lasting change in
higher education teaching. ABSTRACT FROM AUTHOR
Leask, B. (2006). Plagiarism, cultural diversity and
metaphor—implications
for
academic
staff
development. Assessment & Evaluation in Higher
Education, 31(2), 183.
Plagiarism is a complex, culturally loaded concept which
causes much anxiety for both academics and students.
Exactly what constitutes plagiarism is dependent on a
number of contextual factors. Despite the difficulties
associated with defining and detecting plagiarism, it is said
to be on the increase, and students from ‘other cultures’ are
frequently highlighted as being perpetrators of this crime
against the academic community of enlightened Western
scholars. Metaphors of war and battle are common in the
discourse of plagiarism which also has clear links to the
discourse of Orientalism as described by Edward Said. The
paper argues that it is time to change the metaphor and to
see teaching to avoid plagiarism as an intercultural
encounter rather than a battle that needs to be won. It
discusses the implications of viewing plagiarism as a
culturally constructed concept and describes four Focus
Areas for academic staff development designed to create an
academic culture that deters plagiarism by encouraging
recognition of and engagement with cultural diversity.
Levy, E. S., & Rakovski, C. C. (2006). ACADEMIC
DISHONESTY: A zero tolerance professor and
student registration choices. Research in Higher
Education, 47(6), 735-754.
College and university faculty and administrators are
responsible for constructing academic honesty policies and
communicating them to students. This is often attempted
through institutional honesty policies and university-wide
honor codes. While these approaches have been widely
researched, less attention has been given to the role of
individual faculty members. That role is examined in this
study by addressing student reactions to professors based
on their academic honesty policies. In addition to
demographic information, data were gathered about student
attitudes and beliefs concerning academic dishonesty and
their decision to enroll in or avoid a course being taught by
a professor with zero tolerance for academic dishonesty. The
findings regarding different instructors’ approaches toward
academic dishonesty indicate that an intolerant policy will
keep dishonest students away, but at a price—it will also
detract many honest students. ABSTRACT FROM AUTHOR
Macdonald, R. C.,Jude. (2006). Plagiarism—a complex
issue requiring a holistic institutional approach.
Assessment & Evaluation in Higher Education, 31
(2), 233.
Recent years have seen a growing awareness of the
incidence of plagiarism, though the response has largely
been to focus on deterrence through detection and
punishment. However, student plagiarism is a much more
complex issue than suggested by a one-solution response
Dasar
Bahagian A : Abstrak Jurnal Elektronik
and this paper argues for a more holistic institutional
approach that recognises the need for a shared
responsibility between the student, staff and institution,
supported by external quality agencies. Case studies from
three institutions are used to illustrate possible triggers for
adopting a holistic approach. The paper presents a checklist
for identifying the absence of a holistic approach to dealing
with student plagiarism and concludes that a key aspect is
to adopt assessment-led solutions which focus on using low
stakes, formative (as distinct from high stakes, summative)
assessment.
Meyer, K. A. (2006). Privatizing public higher
education. Planning for Higher Education, 34(3),
34-44.
Why do some people think privatization would be better and
others think of it as anathema? This article addresses what
lies behind nine related "beliefs" held by higher education
leaders and policy makers. Reprinted by permission of the
publisher.
Moreau, M., & Leathwood, C. (2006). Balancing paid
work and studies: Working (class) students in
higher education. Studies in Higher Education, 31
(1), 23-42.
Engagement in paid work during term time amongst
undergraduates in England has increased in recent years,
reflecting changes in both higher education funding and
labour market policy. This article draws on research with
students in a post 1992 university to explore undergraduate
students’ accounts of combining work and study during term
time and the various strategies they employ in their
attempts to balance the two. Many of the students in this
study may be described as ‘non traditional’ entrants, and
attention is paid to the ways in which
students’ accounts reflect issues of
social
class. It is argued that the transfer of
responsibility for funding university study
from the state to the individual student and
their families, and the lack of attention paid
to the demands of term time work in higher
education and institutional policy, risks
reinforcing and exacerbating inequalities.
ABSTRACT FROM AUTHOR
O'Meara, K. (2006). Encouraging multiple forms of
scholarship in faculty reward systems: Influence
on faculty work life. Planning for Higher
Education, 34(2), 43-53.
Using data obtained from 729 chief academic officers
(CAOs), a study investigated the impact of formal policy
changes to reward systems on faculty involvements and
activities and on faculty satisfaction and retention. The
results indicated that CAOs at institutions that initiated
formal reforms to encourage multiple forms of scholarship
reported an increase in faculty satisfaction with roles and
rewards and an overall increase in faculty involvement in the
scholarship of application, the scholarship of teaching and
learning, and the scholarship of integration. Moreover,
participants reported that their institution's efforts directly
and positively influenced faculty involvement in the
scholarship of application, teaching, and integration;
external funding; faculty presentations; student contact;
service-learning; and overall faculty satisfaction.
Passow, H. J., Mayhew, M. J., Finelli, C. J., Harding, T.
S., & Carpenter, D. D. (2006). Factors influencing
engineering students’ decisions to cheat by type
of assessment. Research in Higher Education, 47
(6), 643-684.
Academic dishonesty (cheating) has been prevalent on
college campuses for decades, and the percentage of
students reporting cheating varies by college major. This
study, based on a survey of 643 undergraduate engineering
majors at 11 institutions, used two parallel hierarchical
multiple regression analyses to predict the frequency of
cheating on exams and the frequency of cheating on
homework based on eight blocks of independent variables:
demographics, pre-college cheating behavior, co-curricular
participation, plus five blocks organized around Ajzen’s
Theory of Planned Behavior (moral obligation not to cheat,
attitudes about cheating, evaluation of the costs and
benefits of cheating, perceived social pressures to cheat or
not to cheat, and perceived effectiveness of academic
dishonesty policies). The final models significantly predict
36% of the variance in “frequency of cheating on exams”
and 14% of the variance in “frequency of cheating on
homework”. Students don’t see cheating as a single
construct and their decisions to cheat or not to cheat are
influenced differently depending on the type of assessment.
Secondary findings are that a student’s conviction that
cheating is wrong no matter what the circumstances is a
strong deterrent to cheating across types of assessment and
that a student who agrees that he/she would cheat in order
to alleviate stressful situations is more likely to cheat on
both exams and homework. ABSTRACT FROM AUTHOR
Robert L. Williams ER -. (2006). Academic freedom
in higher education within a conservative sociopolitical culture. Innovative Higher Education,
V31(1), 5-25.
This paper examines the potential threat that a
conservative sociopolitical culture poses to academic
freedom in state colleges and universities. Already a
number of states are considering legislation that would
restrict professors’ rights to discuss political issues within
their classes, especially political issues having religious or
moral implications. The proposed legislation would permit
professors to discuss political issues substantively linked to
the official subject matter of courses, but would limit
professors’ role in such discussion to one of political
neutrality. The paper addresses the possibility of discussing
controversial sociopolitical issues in college and university
classes without alienating an institution’s external support
base.
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Shephard, K. W.,Bill, Maier, P., & Warren, A. (2006).
Development and evaluation of computerassisted assessment in higher education in
relation to BS7988. Assessment & Evaluation in
Higher Education, 31(5), 583-595.
A university-wide project team of academic and
administrative staff worked together to prepare, deliver and
evaluate a number of diagnostic, formative and summative
computer-based assessments. The team also attempted to
assess the University of Southampton's readiness to deliver
computer-assisted assessment (CAA) within the Code of
practice for the use of information technology in the delivery
of assessments (British Standards Institution, 2002).
Evaluation data was used formatively to improve procedures
during the project and summatively in preparing the
project's final report, this publication and future support for
CAA at Southampton. Some of the problems encountered
during this pilot programme were anticipated, both by the
project team and by BS7988; but they were not necessarily
or entirely avoidable given the nature of control and
management in an academic environment. Our approach
was to encourage institutional learning via extensive
dissemination and discussion of the results. To contribute to
the public debate on the adoption of BS7988, we highlight
difficulties in allocating responsibility for various aspects of
the assessment process and make a number of
recommendations about this and other practical issues.
Teaching in higher education A policy statement.
(2006). Teaching in Higher Education, 11(3),
397-399.
The article reports on the contents of the issue of the journal
"Teaching in Higher Education." The journal discusses the
importance of the roles of learning, teaching, and the
curriculum in Higher Education to
know the intellectual challenges that
the present. The aim of the journal is
to open up a discussion about
various topics in teaching and
learning and to apply and develop
sustained reflection,
investigation
and critique. It also wants to develop
a kind of teaching that overcomes the
barriers of various disciplines.
Sobrinho, J. D. (2006). Changes in Brazilian higher
education and their effects on the enhancement
of teaching (1995–2005). New Directions for
Higher Education, (133), 91-99.
Two evaluation models were used in Brazil as tools for
policies of higher education undertaken by two different
administrations. ABSTRACT FROM AUTHOR
Titus, M. A. (2006). No college student left behind:
The influence of financial aspects of a state's
higher education policy on college completion.
Review of Higher Education, 29(3), 293.
Using national data from various sources, this study
investigates the influence of financial aspects of state higher
education policy on college completion. It found that college
completion is positively associated with total state grants as
a percentage of appropriations of state tax funds for
operating expenses of higher education and state
need-based grant dollars per individual in the traditional
college-age (18-24) population. The study's results have
implications for policies which attempt to link institutional
eligibility for federal financial aid programs to graduation
rates and for state higher education finance strategies that
would improve the chance for college completion.
[PUBLICATION ABSTRACT]
Stensaker,
B.
(2006).
Governmental
policy,
organisational ideals and institutional adaptation
in norwegian higher education. Studies in Higher
Education, 31(1), 43-56.
In recent decades higher education institutions have been
encouraged but also pressured to adapt to new demands in
the environment. The need for higher education to become
more innovative and dynamic has not least been
communicated through politics and various reform
initiatives. By analysing how six Norwegian higher education
institutions have adapted to political pressure to improve the
quality of teaching and learning in the period between 1990
and 2000, this article studies the relationship between
governmental policy, the organisational ideals that stem
from the policy initiatives, and how these are manifested
inside higher education institutions. The analysis shows that
institutional
adaptation
often
resulted
in
hybrid
organisational practices and more complex organisational
identities. However, some institutions managed to
reinterpret and translate external organisational ideals to fit
institutional characteristics and traditions, integrating new
activities and existing ones. ABSTRACT FROM AUTHOR
Titus, M. A. (2006). Understanding college degree
completion of students with low socioeconomic
status: The influence of the institutional financial
context. Research in Higher Education, 47(4),
371-398.
Using national survey data, multilevel modeling techniques,
and descriptive statistics, this study makes an effort to
understand the influence of the financial context of
institutions on the chance of college completion for low
socioeconomic status (SES) students at four-year colleges
and universities. This research shows that college
completion is positively associated with an institution’s
tuition revenue as a percent of total revenue and
educational and general expenditures per full-time
equivalent student. This study also documents that,
compared to high SES students, low SES students are
disproportionately enrolled in institutions with lower levels of
financial resources and higher dependence on tuition as a
source of total revenue. The results of this research have
implications for policy with regard to addressing the chances
of college completion for low SES students. ABSTRACT
FROM AUTHOR
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Venables, K. M., & Allender, S. (2006). Current
occupational health policy issues for universities
in the United Kingdom. Perspectives: Policy &
Practice in Higher Education, 10(2), 45-51.
The article offers an overview of a wide diversity of
occupational health policy issues to ensure university
managers proportionate response. It includes discussion of
the result of the series of surveys of university occupational
health services, awareness of managers regarding
occupational health issues, as well as the overview of the
health issues.
Warn, J. (2006). Plagiarism software: No magic
bullet!
Higher
Education
Research
&
Development, 25(2), 195-208.
The ready availability of Internet resources has made it
easier than ever for students to plagiarize and many higher
education institutions have resorted to checking essays with
plagiarism detection software. Student behaviour is likely to
change in response to this increased scrutiny but not
necessarily in the desired direction. Internet technology
facilitates a ‘cut and paste’ assembly line approach to
essay writing that will persist despite the use of plagiarism
software. It is predicted that students will resort to
increased use of paraphrase in order to drop below the radar
of the detection software. To illustrate this trend, samples of
student essays are analysed and limitations of plagiarism
software discussed. The paper concludes with suggestions
for developing a coordinated institutional policy on
plagiarism, and recommends that policy encompass training
and educational initiatives to complement any enforcement
strategy using plagiarism software. ABSTRACT FROM
AUTHOR
Young, P. (2006). Out of balance: lecturers’
perceptions of differential status and rewards in
relation to teaching and research. Teaching in
Higher Education, 11(2), 191-202.
One of the few areas of consensus in the literature of higher
education concerns the status of teaching. Unanimously,
writers report the low status which higher education
institutions give to teaching as an activity. This article draws
on research investigating activities and perceptions of staff
in a single discipline: social policy. The question on rewards
for effort in improving teaching provoked more strength of
feeling and a greater degree of consensus than any other in
the interviews. With similar unanimity to that found in the
secondary sources, the respondents perceived teaching to
be accorded low status, with rewards of tenure and
promotion accruing to research or administration. The article
suggests that the impact of new
developments to enhance teaching and learning are undermined by the
persistent low status accorded to teaching. ABSTRACT FROM
AUTHOR
Webler, W. (2006). German policy perspectives on
enhancing the quality of student learning by
university teaching. New Directions for Higher
Education, (133), 53-62.
Traditionally, the higher education sector in Germany has
been research oriented. During their studies of ten to
thirteen semesters, students have had close contact with
research and have been motivated by new findings they
have discovered themselves. Introducing a bachelor's- and
master's-style structure into the current system means in
many cases losing this close contact at the bachelor's level.
Only a few programs developed professionally maintain this
link. ABSTRACT FROM AUTHOR
Young, J. R. Cornell U. (2006) Creates guidelines for
E-reserves. The Chronicle of Higher Education, 53
(6), 42.
To avoid potential legal action by the Association of
American Publishers, Cornell University issued guidelines
this month for professors on how to place materials on
electronic reserve without violating copyright law. The
guidelines were jointly written with officials from the
publishing group in a process that began in April, after the
group sent a letter to the university complaining that it
suspected widespread copyright violations on the campus.
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Blackmore, P., & Blackwell, R. (2006). Strategic
leadership in academic development. Studies in
Higher Education, 31(3), 373-387.
The nature of academic work is changing rapidly, with
moves towards professionalisation taking place against a
background of fragmentation. Indeed, some aspects of
professionalisation may have a fragmenting effect. It is
suggested that there remains considerable value in the idea
of an integrated faculty role. Noting that leaders in staff
development face similar pressures to professionalise, the
writers consider what expertise is required for the leadership
in academic development role, and how role holders and
those aspiring to the role may best develop their
professional capabilities. They argue for an integrated
conception of academic development, and a correspondingly
integrated view of the developer’s professional identity and
role. It is suggested that this will put leaders in academic
development into a position that is more congruent with
faculty self-perceptions, and enable them to support those
in faculty roles more effectively. ABSTRACT FROM AUTHOR
Croot, D., & Gedye, S. (2006). Getting the most out of
progress
files
and
personal
development
planning. Journal of Geography in Higher
Education, 30(1), 173-179.
The article presents the use of Progress Files and Personal
Development Planning (PDP) in higher education to help in
employability and effective learning. It discusses the
elements of Progress Files and the
characteristics of PDP. It defines words
used in Progress Files and PDPs. The
advantages of getting involved in PDP are
offered, including improved academic
performance, career preparation, making
the most out of opportunities, and useful
life skills. It also discusses electronic and
paper based PDPs.
Douglas, J., & Douglas, A. (2006).
Evaluating teaching quality.
Quality in Higher Education, 12(1), 3-13.
A comparison is made of student feedback questionnaires,
peer review and the potential use of mystery students as a
means of evaluating the quality of teaching and learning and
providing a vehicle for continuous improvement. The
available literature and primary data obtained via
semistructured interviews conducted with staff within a UK
business school, as well as secondary analysis of the results
of an interview exercise with the same staff concerning
student feedback questionnaires, were used in the analysis.
The findings show that staff have very little faith in student
feedback questionnaires, whether module or institutional,
participate (sometimes reluctantly) in the school’s peer
review scheme and are divided on the potential use of mystery students. ABSTRACT FROM AUTHOR
Eckes, S., & Toutkoushian, R. K. (2006). Legal issues
and statistical approaches to reverse pay
discrimination in higher education. Research in
Higher Education, 47(8), 957-984.
There have been numerous lawsuits within higher education
brought by females over pay inequity and many articles
have been written on the topic. Although not as prevalent,
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there have been some recent instances where male faculty
have claimed with some degree of success that the process
used by their institutions to make salary adjustments for
females was unfair and led to reverse pay discrimination. In
this paper, we examine some of the legal issues and
statistical approaches surrounding claims of reverse sex
discrimination in pay in the field of higher education. We
begin by reviewing the way in which legal cases examine
sex discrimination in pay in academe and the different
approaches that institutions can take to remove pay
disparities for women. We show that across-the-board salary
adjustments for women are less likely than individualized
salary adjustments to raise concerns about the salary
determination process and possibly reverse discrimination,
and lead to lower costs to the institution. These differences
arise regardless of the salary model specification used by an
institution when making salary adjustments. Finally, we use
a model developed by the plaintiffs in a salary equity study
at one institution to demonstrate the effects of using
different adjustment methods on the total cost to the
institution when making salary equity adjustments for both
genders. ABSTRACT FROM AUTHOR
Flint, A., Clegg, S., & Macdonald, R. (2006). Exploring
staff perceptions of student plagiarism. Journal
of Further & Higher Education, 30(2), 145-156.
This paper presents analysis of qualitative data from a
research project looking at staff perceptions of plagiarism at
a post-1992 university. Twenty-six members of staff from
departments and academic schools from across the
university took part in open and semi-structured interviews.
Analysis shows that variable definitions of plagiarism exist;
both regarding student activities that constitute plagiarism
and the way in which plagiarism is perceived to be related to
cheating. The factors underlying these personal definitions
are unclear, but the analysis suggests that values perceived
to underpin higher education may play an important role.
This paper provides new empirical data on staff perceptions
of student plagiarism, which complement previous research
on student perceptions. The potential implications of
different perceptions of plagiarism, and a mismatch between
staff and student understandings is highlighted as an area
for further consideration. ABSTRACT FROM AUTHOR
Franke, A. H. (2006). How strong is academic freedom
in community colleges? Chronicle of Higher
Education, 53(10), 19.
The article reveals three aspects of community colleges that
demonstrate how strong academic freedom is in these
institutions. Three features typical of these institutions
create conditions that test academic freedom. First,
community
colleges
maintain
close
ties
to
their
communities. Second they rely heavily on part-time and
adjunct faculty members. And third, they have limited
mechanisms for faculty self-governance. The common
thread winding through all these characteristics is teaching.
At four-year institutions, faculty members discuss in their
classrooms difficult issues such as sex, religion, politics and
race.
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Hearn, J. C., Lewis, D. R., Kallsen, L., Holdsworth, J.
M., & Jones, L. M. (2006). "Incentives for
managed
growth":
A
case
study
of
incentives-based planning and budgeting in a
large public research universityOhio State
University Press.
Implementing an incentives-based budget system at a large
public research university significantly redirected internal
funds while producing notable organizational and financial
surprises. For example, units did not increase their
"hoarding" of students, contrary to some expectations. The
findings point to several issues for further analysis and
research. ABSTRACT FROM PUBLISHER
Houston, D., Meyer, L. H., & Paewai, S. (2006).
Academic staff workloads and job satisfaction:
Expectations and values in academic. Journal of
Higher Education Policy & Management, 28(1),
17-30.
University academic staff do complex work in an increasingly
demanding environment. Traditionally, universities have
defined the role of academic staff according to the three
domains of teaching, research, and service, with primary
emphasis placed upon the teaching and research aspects
and secondary emphasis upon service or administration.
Recent dialogue regarding the place of universities in a
“knowledge society” has not necessarily reflected upon the
impact on the workloads of faculty given increased
expectations for measurable outputs, responsiveness to
societal and student needs, and overall performance
accountability. University faculty motivated by core
academic and disciplinary interests are said to be
increasingly challenged by increased accountability and
workloads. Research on academic workloads have examined
the intensification of academic work as well as the balance
between research and teaching, particularly as governments
have adopted performance funding for research budget
components for higher education. Other studies have
investigated the impact of the increasing demands on staff
stress and work life balance. This study examines one university's approach to these issues, using triangulation of
three sources of data on workloads developments and
outcomes. Our results are compared to international
research findings, and suggestions are offered for future
research and development activities based on this
comparison and critique. ABSTRACT FROM AUTHOR
Jacoby, D. (2006). Effects of part-time faculty
employment on community college graduation
rates. Journal of Higher Education, 77(6), 10811103.
This article reports on whether the increase of part-time
faculty has any consequences on the chances of students
graduating from a community college. Though many studies
have shown the importance of social and academic
integration in determining graduation success rates, the
research has been done mainly at four-year universities,
with traditional students. There is also a wide gap in the pay
rate for full-time and part-time faculty, with part-time
teachers making about a quarter of their full-time counterparts, without receiving any benefits. The authors of this
study concluded that the increase of part-time faculty does
have a negative impact on students at community colleges.
Klenowski, V. A.,Sue, & Carnell, E. (2006). Portfolios
for learning, assessment and professional
development in higher education. Assessment &
Evaluation in Higher Education, 31(3), p267.
This article focuses on the use of portfolios for learning and
professional development in Higher Education (HE). Recent
research findings related to learning and assessment help to
contextualize the study. The use of portfolios for summative
assessment and development of teaching and reflective
practice dominates the literature. What is lacking is research
that provides insights into how a portfolio for learning can
be used in HE to develop understanding into one’s own
learning, assessment and professional practices. The action
research findings related to portfolio use for learning
purposes identified in the three case studies include: the
importance of establishing the purpose of the portfolio; the
impact of portfolio use on the approach to learning, to
teaching and to professional development; the changes to
professional practice brought about as a result of the
learning; and the need to consider issues related to ethics
and confidentiality.
Knight,
P.
(2006).
Quality
enhancement
and
educational professional development. Quality in
Higher Education, 12(1), 29-40.
There is a strong international interest in the enhancement
of teaching quality. Enhancement is a big job because
teaching is an extensive activity. It is a complex job because
learning to teach is not, mainly, a formal process:
non formal, practice based learning is more significant.
These two points, extensiveness and practice based
learning, lead to the claim that enhancing the quality of
teaching implies the creation of working environments that
favour certain kinds of professional formation. This analysis
is different from mainstream thinking about educational
professional development and has significant, systemic
implications for quality enhancement practices and suggests
fresh directions for quality enhancement research.
ABSTRACT FROM AUTHOR
Knight,
P.
(2006).
Quality
enhancement
and
educational professional development. Quality in
Higher Education, 12(1), 29-40.
There is a strong international interest in the enhancement
of teaching quality. Enhancement is a big job because
teaching is an extensive activity. It is a complex job because
learning to teach is not, mainly, a formal process:
non formal, practice based learning is more significant.
These two points, extensiveness and practice based
learning, lead to the claim that
enhancing the quality of
teaching implies the creation of working
environments
that favour certain kinds of
professional formation. This analysis is
different from mainstream thinking
abo u t e du c at io na l pro fe s si on a l
development and has significant,
systemic implications for quality
enhancement practices and suggests
fresh directions for quality
enhancement research. ABSTRACT
FROM AUTHOR
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Knight, P., Tait, J., & Yorke, M. (2006). The
professional learning of teachers in higher
education. Studies in Higher Education, 31(3),
319-339.
Educational professional development is a global concern. It
is often characterised by event delivery methods, though
there are signs that other approaches are gaining favour.
The authors stress the significance of
non formal learning, and the ways in
which it can be promoted and enhanced
within the activity systems within which
teachers in higher education work. Their
argument is complemented by findings
from a study of 2401 part time teachers,
and online responses from 248 fulltime
staff, in the UK Open University. Twelve
implications for international practice are
identified. ABSTRACT FROM AUTHOR
Lim,
E. P. Y., & Tan, A. (1999). Educational
assessment
in
Singapore.
Assessment
in
Education: Principles, Policy & Practice, 6(3),
391.
Educational assessment in the Singapore context is shaped,
to a large extent, by the country's educational policies and
programmes, as well as the general principles and practices
of assessment. This paper presents a profile of the assessment system in Singapore and how it
complements
the education system to realise the fullest potential of its
precious human resources. National
examinations and
school-based assessments at each
milestone in the education system are described so as to
highlight the distinctive features of educational assessment in Singapore.
ABSTRACT FROM AUTHOR
Maor, D. (2006). Using reflective diagrams in
professional
development
with
university
lecturers: A developmental tool in online
teaching. The Internet and Higher Education, 9
(2), 133-145.
The use of online technology within universities is
increasing. However, this expansion is not accompanied by
an associated increase in investment in lecturers'
pedagogical knowledge to assist them in the transition. The
major challenge now is to encourage the use of
pedagogically sound technologies. At present, lecturers
often lack the tools to describe the journey that they take
when embarking to teach online. This paper focuses on the
journey undertaken by a group of lecturers at a Western
Australian university as they explored the relationship
between their pedagogy and technology in a 1-year research
project in which they engaged in monthly professional
development workshops. At the concluding workshop the
lecturers drew diagrams in order to add visual
representations to their reflection process. The diagram,
therefore, can be used as a diagnostic tool to identify
lecturers' positions in relation to their pedagogy and use of
technology and as a developmental tool to show their
journey towards a more integrated approach in their online
teaching.
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Mapesela, M., & Hay, D. (2006). The effect of change
and transformation on academic staff and job
satisfaction: A case of a South African University.
Higher Education, 52(4), 711-747.
No institution of higher education in the world can make
valid claims that it is immune to the effects of change and
transformation. An array of trends such as the massification
of higher education, widened access, response to new
demands of technology, globalisation, internationalisation,
increased accountability, the use of new modes of delivery
and materials, as well as dwindling higher education
resources, are placing enormous pressure on staff (Green
and Hayward, Transforming Higher Education. Phoenix:
Oryx Press, 1997). Not only are traditional academic roles
changing, but – in certain instances – working conditions
have become unfavourable and unsupportive of staff’s
efforts to pursue the mission of higher education. The
article presents the outcome of a case study that was
undertaken in a historically White Afrikaans university to
investigate the implications of change and transformation on
academic staff. Although the case study was conducted
within a localised boundary of space and time of one
institution, the authors are of the opinion that enough
evidence exists that, given the dominating ruling culture of
the apartheid’s regime, to which no university in South
Africa was immune, it is most likely that other institutions
will relate with the findings of the research. The study was
emancipatory in that it sought to inform the university
management about how transformation was affecting
academics and their job satisfaction and to establish which
strategies the University had in place or hoped to put in
place to make the environment favourable for change.
Academics were also involved in making recommendations
on how the areas of dissatisfaction could best be addressed.
Martín, E. (2006). Efficiency and quality in the current
higher
education
context
in
europe:
An
application of the data envelopment analysis
methodology to performance assessment of
departments within the university of zaragoza.
Quality in Higher Education, 12(1), 57-79.
Since the Bologna Declaration, improving the efficiency and
transparency of the systems of higher education has become
one of the principal challenges for all European countries. In
fact, the establishment of evaluation processes in programmes and institutions is a current practice. For this
purpose, several mechanisms of evaluation are being
developed with the aim of accurately measuring the
performance of these institutions. This paper applies the
data envelopment analysis (DEA) methodology to assess the
performance of the departments of the University of
Zaragoza (Spain). The selected indicators concern both the
teaching and the research activity of these departments.
The results reveal the departments that carry out these
activities more efficiently according to the variables included
in each analysis. Finally, I discuss the existence of
differences in the strengths and weaknesses among
departments covering different areas, suggesting several
initiatives aimed at improving their performance in the light
of current Spanish higher education reform. ABSTRACT
FROM AUTHOR
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Minelli, E., Rebora, G., Turri, M., & Huisman, J. (2006).
The impact of research and teaching evaluation
in universities: Comparing an Italian and a Dutch
case. Quality in Higher
Education, 12(2), 109124.
This article focuses on the impact of research and education
evaluation on two universities: Trento State University
(Italy) and the University of Amsterdam (The Netherlands).
The article adopts a system approach to evaluation and
proposes a model to describe and analyse evaluation
systems. The analysis has been carried out by means of
in-depth
interviews
with
key
decision-makers involved in the two
universities. The analysis shows that
many of the
differences in impact can
be linked to the different 'evaluation
stages' the universities are currently in;
the
Italian university experiencing a
number of novel
effects, with the Dutch
university reaping the benefits (and
experiencing some problems) of having
institutionalized
evaluation
practices.
ABSTRACT FROM AUTHOR
Palmer, A., & Collins, R. (2006). Perceptions of
rewarding excellence in teaching: Motivation and
the scholarship of teaching. Journal of further &
Higher Education, 30(2), 193-205.
This article explores the challenges presented in using the
scholarship of teaching as a model of teaching excellence
when devising an appropriate approach to reward. It argues
that the complexity of staff motivation has to be addressed
by a critical evaluation of institutions' commitment to the
scholarship of teaching. An expectancy model of motivation
drawn from organizational behaviour literature is suggested
as an approach to analysing the distance between espoused
commitment to the scholarship of teaching and academic
staff perspectives. The context of the discussion is set
against the background of the UK Government's approach to
funding incentives to promote reward for teaching
excellence in higher education and the literature related to
practices employed in HEIs. The views of academic staff
drawn from seven focus groups across all subject areas in
one institution demonstrate the need to take account of the
motivation process and the need to have a shared
understanding of what constitutes excellence. ABSTRACT
FROM AUTHOR
Plater, W. M. (2006). The rise and fall of
administrative careers. New Directions for Higher
Education, (134), 15-24.
Managing and shaping the ascent of one's own career comes
through understanding that what goes up must come down
and that satisfaction in the experience is determined by
recognizing the moment of balance. ABSTRACT FROM
AUTHOR
produced contradictory results. This study hypothesized that
the lack of consistent relationships is a function of the fact
that the effects of expenditures on outcomes are mediated
by student engagement. Furthermore, it is expected that the
relationships between expenditures and outcomes are
contingent on the characteristics of the students and
institutions being studied. The present research examined
the relationships between higher education expenditures
and students’ engagement in educationally purposeful
activities, after controlling for a variety of student and
institutional characteristics. Using data from a nationally
representative sample of colleges and universities, the
findings
indicated
that
the
relationships
between
expenditures and student engagement are very complex.
Relationships differed by institutional control, students’ year
in school, and the type of engagement measure included in
the analysis. ABSTRACT FROM AUTHOR
Rooney, P., Kneale, P., Gambini, B., ArtimusKeiffer,
Vandrasek, B., & Gedye, S. (2006). Variations in
international understandings of employability for
geography. Journal of Geography in Higher
Education, 30(1), 133-145.
This research started from the premise that (a) employ
ability is an internationally accepted concept with a
confusion of interpretations and definitions: and (b) that an
insight into the variation in understanding of employability
and teaching employability would benefit geography
curriculum development. Consequently, the views of the
co-authors from Italy, the United Kingdom. United States.
Chile. Estonia, Greece and Spain were sought to develop an
international understanding of employability and its position
in
the
geography
higher
education
curriculum.
Discussion .shows that the definitions and implications are
varied. There is common agreement that geography
graduates are very employable, and that their degree work
enhances their employability attributes. The extent to which
employability can he enhanced within the curriculum is
discussed ABSTRACT FROM AUTHOR
Shin, J., & Milton, S. (2006). Rethinking tuition effects
on enrollment in public four-year colleges and
universities. Review of Higher Education, 29(2),
213.
This study examined the effects of tuition on enrollment in
public colleges and universities. The causal model included
competitors' tuition, the wage premium for possessing a
college degree, financial aid, and unemployment rate as
additional independent variables. The data included
institution- and state-level data information over five
academic years (1998-2002). The definition of college
enrollment for this inquiry was the number of first-time
students, including only those from in-state. This study
found that tuition level did not have an effect on the growth
in enrollment. However, the tuition level of competing
institutions and the wage premium to a college degree had
positive and significant effects on college enrollment growth.
[PUBLICATION ABSTRACT]
Pike, G., Smart, J., Kuh, G., & Hayek, J. (2006).
Educational
expenditures
and
student
engagement:
When
does
money
matter?
Research in Higher Education, 47(7), 847-872.
The few studies focusing on the relationships between
higher education expenditures and student outcomes have
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Sikes, P. (2006). Working in a ‘new’ university: In the
shadow of the research assessment exercise?
Studies in Higher Education, 31(5), 555-568.
What it is like to be an academic working in a ‘new’
university in the 2000s depends upon specific contexts and
individual biographies. Even so, it is the case that change,
contingent upon local and national policy initiatives, is
endemic in the higher education sector and has had some
impact upon most people working there. This article
explores some of the work related perceptions and
experiences of a group of staff working in a School of
Education at a ‘new’ university with a view to gaining a
sense of their understanding of what being an academic
means to them. These people, who had, initially, been hired
essentially as lecturers, were facing increased demands to
become ‘research active’. Not only did these demands lead
to increased workloads, they also had implications for
professional and personal identities, and, consequently, for
how people felt about, and undertook, their work.
ABSTRACT FROM AUTHOR
Szekeres, J. (2006). General staff experiences in the
corporate university. Journal of Higher Education
Policy & Management, 28(2), 133-145.
The working lives of general staff in universities have been a
rather closed book until recently, having been largely ignored in both academic and non academic literature. When
discussed or referred to, general staff have been depicted in
problematic ways that, in recent times, can be associated
with the prevailing discourse of
corporate managerialism . This paper
attempts to redress this situation by
illustrating some aspects of the lives of
general staff in universities. In
particular the paper considers how
changes in universities, as they have
b e c o m e m o r e c o r p or a te , h a v e
influenced the work, perceptions and
constructions of working life as
described by a group of general staff.
ABSTRACT FROM AUTHOR
Solem, M., Chalmers, L., Dibiase, D., Donert, K., &
Hardwick,
S.
(2006).
Internationalizing
professional development in geography through
distance education. Journal of Geography in
Higher Education, 30(1), 147-160.
This paper assesses the value and relevance of geography
education in the realm of professional development. It
explores the potential of distance education to support
lifelong learners through courses or modules that operate
across international boundaries and incorporate materials
from local and global contexts. The authors argue that
Internet-enabled distance education offers the potential to
extend access to many prospective students who are
unlikely or unable to participate in full-time residential
courses, and that distance education can facilitate
international collaboration among educators and educational
institutions. A case is made for an internationalized
programme of study for continuing adult education, as
opposed to the primary, secondary and higher education
sectors that are the focus of most existing geographical
education programmes. Next, the authors document the
ways in which recent commitments to internationalizing
teaching and learning in geography have brought us to the
point where professional development of lifelong learners is
demonstrable, particularly in the fields of geographic
information
technologies
and
teacher
professsional
development. They outline some of the main challenges that
must be addressed if the potential of distance education as
an enabling tool for professional development in geography
is to be fulfilled: specifically, collaborative development and
delivery of curricula and the articulation of quality assurance
standards and certification agreements among participating
institutions. ABSTRACT FROM AUTHOR
THEALL, M. (2006). Faculty priorities reconsidered:
Rewarding multiple forms of scholarship. Journal
of Higher Education, 77(5), 925-929.
The article presents a review of the book "Faculty Priorities
Reconsidered: Rewarding Multiple Forms of Scholarship,"
edited by Kerry Ann O'Meara and R. Eugene Rice.; The
article presents a review of the book "Faculty Priorities
Reconsidered: Rewarding Multiple Forms of Scholarship,"
edited by Kerry Ann O'Meara and R. Eugene Rice.
Striver., J. (2006).The immobility of the associate
professor. The Chronicle of Higher Education, 53
(5), 3.
Striver shares her personal experiences in discussing the
career dilemma of the associate professor. After earning
tenure, she struggles with whether to stay with her current
school and risk stagnation, or pursue other opportunities in
a desolate job market.
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Weerts, D. J., & Ronca, J. M. (2006). Examining
differences in state support for higher education:
A comparative study of state appropriations for
research I universities. Journal of Higher
Education, 77(6), 935-967.
This article reports on the relationship between state
governments and public universities. Funding for public
universities has declined at the state government level,
which has been affected by recessions in the 1980s and
1990s. The responsibility for providing funds for universities
at the federal level has also declined, which means that
public universities have to compete with other state
agencies, such as Medicare, prison systems and primary and
secondary education. Some lawmakers consider post
secondary education as a "private good" rather than a
"public good." This attitude would increasingly alienate
many poorer students who would not have a chance to go to
university otherwise.; This article reports on the relationship
between state governments and public universities. Funding
for public universities has declined at the state government
level, which has been affected by recessions in the 1980s
and 1990s. The responsibility for providing funds for
universities at the federal level has also declined, which
means that public universities have to compete with other
state agencies, such as Medicare, prison systems and
primary and secondary education. Some lawmakers consider
post secondary education as a "private good" rather than a
"public good." This attitude would increasingly alienate
many poorer students who would not have a chance to go to
university otherwise.
Bahagian A : Abstrak Jurnal Elektronik
Agasisti, T., & Catalano, G. (2006). Governance
models of university systems—towards quasi
markets?
tendencies
and
perspectives:
A
European
comparison.
Journal
of
Higher
Education Policy & Management, 28(3), 245-262.
The results of an in depth study into the university systems
of the main countries of the European Union are presented
in this paper. The objective is to define theoretical models of
the market forms of university education and to apply them
in a comparative international study. The analysis shows a
general tendency to organise these systems according to
‘managed competition’ mechanisms in which the state plays
a role in financing the system and regulating the quality of
the study courses offered by the universities (quasi
markets). ABSTRACT FROM AUTHOR
Del
Favero, M. (2006). Disciplinary variation in
preparation for the academic dean role. Higher
Education Research & Development, 25(3),
277-292.
This empirical study examined a sample of 210 academic
deans in research and doctoral institutions in the United
States to investigate the relationship between academic
discipline and the preparation of deans for their leadership
role. Respondents reported relying on experience in past
administrative posts and past relationships with faculty
leaders as the most highly valued approaches to learning
what the deans’ job entails. Findings suggest that how
deans understand their role is very much related to the
unique experiences they have accumulated as a faculty
member. Despite the low reliance overall on trial and error
as a learning approach, deans in pure fields reported relying
more on trial and error than deans from applied fields. This
finding suggests that academic discipline cannot be
discounted in considering the preparation of faculty for
leadership roles. ABSTRACT FROM AUTHOR
Dobelle, E. S. (2006). A regional strategy for global
success. Connection: The Journal of the New
England Board of Higher Education, 21(2), 11.
The article proposes some key measures that New England
campuses should undertake in order to survive and thrive in
an interconnected and competitive global student marketplace. A collaborative regional effort is needed to compete
successfully in the competitive global student marketplace.
The region's campuses should redouble their efforts to
promote the region's full range of education resources and
commit themselves to nurturing personal and professional
contacts with key partner countries.
Fulop, L., & Couchman, P. (2006). Facing up to the
risks in commercially focused university–industry
R&D partnerships. Higher Education Research &
Development, 25(2), 163-177.
The number of university–industry R&D partnerships (UIPs)
has increased significantly over the past decade, in most
OECD countries and in Australia, yet the study of risk in
such commercially focused collaborative ventures is still a
developing area. This review paper seeks to contribute to
debate on this increasingly important phenomenon by
addressing three key areas of risks for universities in
entering such collaborations. The commercialization of
research findings presents particular risks to universities,
PentadbiranKorporat
most notably the possibility of financial loss, which has a
greater impact than for companies in cross sector
collaborations. Another major type of risk faced by
universities is relational risk, and this can significantly alter
the trust dynamics that underpin research and innovation.
There are also institutional risks to universities and their
research staff engaged in commercializable R&D and,
ultimately, to their reputation as a neutral source of expertise. It is argued there is a need for universities in Australia
to develop
comprehensive policies to manage the risks of
commercialization and R&D collaboration with industry
partners. ABSTRACT FROM AUTHOR
Hannagan, T. (2006). Leadership and environmental
assessment in further education. Journal of
Further & Higher Education, 30(4), 325-335.
This paper examines management reaction to strategic
change in organizations based on the findings from a study
of management responses to environmental change in
further education. The paper sets out a number of
propositions about the key factors required for successful
strategic change in a public sector organization based on a
national survey of colleges of further education in England in
the six years after incorporation, which was followed up by
case studies to investigate the key variables in greater
detail. The analysis of strategic change in these public sector
institutions highlights the importance of leadership and
environmental assessment while the development of a
conceptual model to underpin the research illustrates how
private sector approaches can be adapted to the public
sector. ABSTRACT FROM AUTHOR
Harman, G., & Stone, C. (2006). Australian university
technology transfer managers: Backgrounds,
work roles, specialist skills and perceptions.
Journal
of
Higher
Education
Policy
&
Management, 28(3), 213-230.
Technology transfer managers are a new group of specialist
professionals engaged in facilitating transfer of university
research discoveries and inventions to business firms and
other research users. With relatively high academic
qualifications and enjoying higher salaries than many other
comparable university staff, technology transfer managers
tend to have been recruited from outside the higher
education sector, having had significant commercial and
public-sector experience. On average, they spend longer
hours in work activities per week than research office
managers, being heavily involved in identification and
marketing of intellectual property (IP), patenting and
licensing IP to existing and start up companies. Overall, they
are highly critical of the management of their own universities, both generally and with regard to research commercialization, and give relatively low effectiveness ratings to
the efforts of both Commonwealth and State governments
to support research commercialization and innovation.
ABSTRACT FROM AUTHOR
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Hearn, J. C., Lewis, D. R., Kallsen, L., Holdsworth, J.
M., & Jones, L. M. (2006). "Incentives for
managed growth": A case study of incentivesbased planning and budgeting in a large public
research University Ohio State University Press.
Implementing an incentives-based budget system at a large
public research university significantly redirected internal
funds while producing notable organizational and financial
surprises. For example, units did not increase their
"hoarding" of students, contrary to some expectations. The
findings point to several issues for further analysis and
research. ABSTRACT FROM PUBLISHER
Kezar, A. (2006). Rethinking public higher education
governing boards performance: Results of a
national study of governing boards in the united
states. Journal of Higher Education, 77(6),
968-1008.
This article reports on the management of public universities
by governing boards. There have been an increasing number
of incidents where boards have overstepped their authority,
making decisions based on biased opinions, infighting and
over-managing the university. Given the current climate of
corporate mistrust, the author writes that it is time that
public university governing boards be compared in
effectiveness to private university boards and corporate
boards. The author pinpoints the most important factors in
board governance in public university, private university and
corporate board settings and offers protocols to help boards
at public universities better define their leadership guidelines
and goals.
Miscamble, W. D. (2006). The corporate university.
America, 195(3), 14.
The article discusses the commercialization of higher
education in the U.S. Colleges and universities sought to
benefit from business dominance. Critics present the
development as a result of the effort to commodify
education. Academic administrators refer to parents as
customers, to students as consumers and to education as
products.
Muijs, D., Harris, A., Lumby, J., Morrison, M., & Sood,
K.
(2006).
Leadership
and
leadership
development in highly effective further education
providers. is there a relationship? Journal of
Further & Higher Education, 30(1), 87-106.
There has been a strong increase in interest in leadership
development in recent years, not least in the learning and
skills sector. However, little research exists on the
relationship between leadership development and actual
leadership behaviours in the sector. This study is an attempt
to help fill this gap by looking at leadership, leadership
development and the relationship between them in 10 case
study organizations selected to be amongst the most
effective in terms of leadership, but representative of the
breadth of the sector. A mixed methods approach was used
combining a survey of all staff, focus groups and individual
interviews. Findings show that transformational leadership
was deemed most effective and that leadership development
was relatively uncommon among staff. There was a
significant relationship between preferred mode of
leadership development and leadership style of respondents.
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Pusser, B., Slaughter, S., & Thomas, S. L. (2006).
Playing the board game: An empirical analysis of
university
trustee
and
corporate
board
interlocks. Journal of Higher Education, 77(5),
747-775.
The article presents research concerning public and private
university boards of trustees and networks between
corporations and universities. While research has been
conducted on university presidents, there has not been
much work done on boards of trustees. The study is an
empirical study of ten public and ten private
institutions that were top spenders of U.S.
federal government research and development funds during 2000, according to the
National Science Foundation. The study
indicates that the private universities had
more corporate links in common than did
the
public
universities.
The
authors
speculate that corporate links to public
universities are more regional in nature,
whereas the private universities have
far-reaching corporate links.
Revolutionary
leadership
concepts
in
higher
education. ASHE Higher Education Report, 2006,
31(6), 137-156.
The article discusses various concepts related to
revolutionary leadership in higher education. Researchers
have examined the specific impact of globalization on the
practices of leadership. Participation in a global market
without boundaries marks higher education leadership. The
relation between leadership and accountability has been
examined by various studies in higher education.
Rich,
D. (2006). Academic leadership and the
restructuring of higher education. New Directions
for Higher Education, (134), 37-48.
The key challenge to academic leadership is to restructure
the allocation of academic assets, particularly the
organization of the faculty, in ways that better serve
emerging societal and scholarly needs. ABSTRACT FROM
AUTHOR
Rochford, F. (2006). Is there any clear idea of a
university? Journal of Higher Education Policy &
Management, 28(2), 147-158.
There has been much recent debate, both in the media and
in academic journals, as to the meaning of the term
university. This article explores the legal meaning of the
term, and the historical contingencies which have
surrounded various understandings of the term. It compares
the structure of the Eleemosynary Corporation—the
individual colleges in Oxford and Cambridge in the United
Kingdom, from which many of our conceptions of a “real”
university arise—with the realities of the statutory university
in the United Kingdom and Australia. It concludes that the
term, although with a loaded legal and institutional
meaning, is bereft of any inherent meaning conveying
function, and that a debate on the role and independence of
the university must be policy oriented but not reliant on the
historical meaning of the word. ABSTRACT FROM AUTHOR
Bahagian A : Abstrak Jurnal Elektronik
Scott, J. C. (2006). The mission of the university:
Medieval to postmodern transformations. Journal
of Higher Education, 77(1), 1-39.
Mission transformation, multiplicity, and complexity are
analyzed. The medieval university emphasizes teaching.
Thereafter,
the
early
modern
university
adopts
nationalization (service to the nation-state). The formative
U.S. college advances democratization. Simultaneously, the
German university promotes research. The modern
American university elevates public service. Today's rapid
globalization suggests a new mission: internationlization.
ABSTRACT FROM PUBLISHER
Sekeres, J. (2006). General staff experiences in the
corporate university. Journal of Higher Education
Policy & Management; , 28(2), p133.
The working lives of general staff in universities have been a
rather closed book until recently, having been largely
ignored in both academic and non-academic literature.
When discussed or referred to, general staff have been
depicted in problematic ways that, in recent times, can be
associated with the prevailing discourse of
corporate managerialism . This paper
attempts to redress this situation by
illustrating some aspects of the lives of
general staff in universities. In particular
the paper considers how changes in
universities, as they have become more
corporate, have influenced the work,
perceptions and constructions of working
life as described by a group of general
staff.
Temple, P. (2006). Branding higher education:
Illusion or reality? Perspectives: Policy &
Practice in Higher Education, 10(1), 15-19.
‘Leeds University is recruiting its first marketing
director –
one of a new breed in the sector, equivalent in status to pro
vice-chancellors...According to Leeds, the marketing director
will be the “guardian of the brand”’ (Times Higher Education
Supplement, 23 July 2004) ‘A brand revamp...is on the
cards for Anglia Polytechnic University...[with] marketing
work to develop the university’s reputation in a few
high-quality disciplines.’ (Times Higher Education Supplement, 6 August 2004) ABSTRACT FROM AUTHOR
Welsh,J. F. N.,William J., & Petrosko, J. (2006).
Assessing and cultivating support for strategic
planning: Searching for best practices in a reform
environment. Assessment & Evaluation in Higher
Education, 31 (6), 693-708.
This study examines the similarities and differences in
faculty and administrator perspectives on strategic planning
in Kentucky, a state in the United States undergoing
extensive reform of its public, postsecondary system. The
findings suggest that three variables are critical to faculty
and administrative support for strategic planning activities:
(i) depth of implementation of strategic planning outcomes,
(ii) type of institutional decision making and (iii) level of
support for state reforms. The findings help suggest some
best practices that institutions can adopt to cultivate both
faculty and administrative support for strategic planning
activities
Pentadbiran Korporat
West, J. (2006). Patrolling the borders: Accreditation
in further and higher education in England.
Journal of Further & Higher Education, 30(1),
11-26.
Further
education
has
very
different
accreditation
arrangements than the higher education sector. There are
no convincing rationales for these differences; they stem
from history, and have often arisen as a result of other
decisions on the organization and funding of the two sectors.
The overlapping territory between further and higher
education is examined, and a gradual shift to HE modes of
accreditation is noted. It is suggested that this may be a
result of a tendency to put a higher premium on lateral
stratifications between levels of education, and less on
vertical organizations by discipline, styles of education or
occupational sector. However, there are some countervailing
tendencies in both sectors. ABSTRACT FROM AUTHOR
Whitchurch, C. (2006). Who do they think they are?
the
changing
identities
of
professional
administrators and managers in UK higher
education. Journal of Higher Education Policy &
Management, 28(2), 159-171.
Contemporary universities, serving mass higher education
markets, find themselves delivering complex, broadly based
projects such as student support and welfare, human
resource development, and business enterprise. Established
concepts of academic administration and devolved
management have been overlaid by more fluid institutional
structures and cultures, with a softening of internal and
external boundaries (Whitchurch, 2004, 2005). These
developments have caused major shifts in the identities of
professional administrators and managers as they adopt
more project oriented roles crossing functional and organisational boundaries. This paper considers the dynamics of
these changes, in terms that move beyond conventional
assumptions about administration and management. While
identities have been defined traditionally via structured
domains such as professional knowledges, institutional
boundaries, and the policy requirements of the higher
education sector, an emergent project domain has fostered
the development of an increasingly multi professional
grouping of staff, with implications for career futures.
ABSTRACT FROM AUTHOR
The academic mission: Teaching and learning in the
for-profit sector (2006). ASHE Higher Education
Report, 31(5), 81-96
The article discusses various issues related to teaching and
learning in for-profit institutions in the United States.
Several educational study data suggest that for-profit higher
education provides adequate numbers of faculty to teach the
students enrolled. Teaching is central to the success of the
for-profit sector.
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Anderson, G. (2006). Assuring Quality/Resisting
quality assurance: Academics’ responses to
‘quality’ in some Australian universities. Quality
in Higher Education, 12(2), 161-173.
Academics, although committed to quality in research and
teaching, continue to resist quality assurance processes
within their universities. This apparent paradox reflects a
series of disputes surrounding issues of power, definition
and efficacy. This article reports on a study of 30 academics
from 10 Australian universities and details their responses
to, and critiques of, quality assurance processes in their
universities. It is argued that until
university management, university quality
agencies and academic staff in universities
draw on mutually agreed understandings of
this contested concept quality academics
will continue to resist quality processes,
treating them as games to be played and
systems to be fed. ABSTRACT FROM
AUTHOR
Ann L. Wood ER -. (2006). Demystifying accreditation: Action plans for a national or
regional
accreditation.
Innovative
Higher
Education, 31(1), 43-62.
As part of educational reform, many institutions of higher
education are undergoing accreditation processes. Based on
interviews, observations, and the author's experiences in
accreditation reviews, this discussion delineates three stages
of planning for an accreditation process. Recommendations
are organized by each stage of preparation into long- and
short-term action plans with specific tasks. Analyzing the
process of accreditation across institutions and programs led
to the identification of common elements that can make
planning an accreditation effective and efficient. This article
maps the roles and responsibilities of accreditation
stakeholders and the need for communication and
collaboration throughout the process.
Bazeley, P. (2006). Research dissemination in creative
arts, humanities and the social sciences. Higher
Education Research & Development, 25(3),
307-321.
An ethnographic case study of issues related to research
performance and promotion of research was conducted
within the Creative and Performing Arts, Humanities and
Social Sciences (AHSS) disciplines of a regional university.
The purpose of the study was to explore a variety of ways in
which the research work of those disciplines could be made
more visible to others, both within and outside the
university. In reviewing the research performance, concerns
and orientation of academics in AHSS disciplines, this paper
addresses the issue of disciplinary variations in research
activity and research focus, with implications both for future
programs of research performance assessment, and for the
promotion
of
research
activity
among
currently
disenfranchised AHSS academics. In the context of current
Australian debates about a research quality framework, the
data considered address issues of impact, rather than
quality. ABSTRACT FROM AUTHOR
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Bernard, P. J. (2006). When seeking a diverse faculty,
watch out for legal minefields. The Chronicle of
Higher Education, 53(4), 66-66.
If students are to become global citizens--thinkers who can
comprehend and act on the myriad issues that our world
faces--they must interact with people who challenge their
views. It is crucial for colleges in their hiring practices, as
well as in their admissions practices, to create an
environment where professors and students can test
convention by sharing different experiences and opinions.
Yet colleges face legal risks when they deliberately seek to
increase the racial and ethnic diversity of their faculties.
Cronin,
J.
M.
Higher
education
trends
and
opportunities (2006). Connection: The Journal of
the New England Board of Higher Education, 20
(5), 18-18.
Deals with trends that are dramatically altering higher
education in New England. More women are attending
college than men; Rapid growth of Hispanic students; U.S.
students shun from science and engineering courses.
DesJardins, S. L., Ahlburg, D. A., & McCall, B. P.
(2006). An integrated model of application,
admission, enrollment, and financial aid. Journal
of Higher Education, 77(3), 381-429.
The article discusses an integrated modeling strategy for
college applications, admissions, enrollment, and financial
aid at public universities in the United States and how it
relates to student choice. Examples of decision-making
models used in higher education are mentioned, as well as
their potential for bias. Random utility models have both
deterministic and stochastic components. Data includes
estimates and variances for enrollment, probability of
admission by index score and application, enrollment
probability based on ethnicity and family income, and
expected financial aid from non-resident tuition.; The article
discusses an integrated modeling strategy for college
applications, admissions, enrollment, and financial aid at
public universities in the United States and how it relates to
student choice. Examples of decision-making models used in
higher education are mentioned, as well as their potential
for bias. Random utility models have both deterministic and
stochastic components. Data includes estimates and
variances for enrollment, probability of admission by index
score and application, enrollment probability based on
ethnicity and family income, and expected financial aid from
non-resident tuition.
Farrell, E. F. (2006). Following Harvard’s lead, 2 ivies
make changes to help needy students. The
Chronicle of Higher Education, 53 (6), 44
For needy high-school students with Ivy League aspirations,
September has been full of good news. Less than a week
after Harvard University announced that it would discontinue
early admissions, Princeton University declared its intent to
dismantle a similar program. The day after that, Columbia
University announced it would provide full grants, not loans,
to cover the financial need of low-income students.
Lain-lain
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Favero, M. (2006). An examination of the relationship
between academic discipline and cognitive
complexity in academic deans’ administrative
behavior. Research in Higher Education, 47(3),
281-315.
This study investigates Braxton and Hargens’ (1996,
Variations
among
academic
disciplines:
Analytical
frameworks and research. Higher Education: Handbook of
Theory and Research. Vol. XI, pp. 1–45) assertion of the
profound and extensive effects of academic discipline as it
might pertain to administrative work. Academic deans in
research and doctoral institutions nationwide were surveyed
to investigate the relationship between academic discipline
and cognitive complexity in their administrative behavior. A
bivariate regression showed that being from an applied field
was a significant predictor while the influence of consensus
was not significant. Discipline effects waned when other
predictors were added, suggesting that when other factors
are considered, the extent to which one is exposed to their
particular disciplinary paradigms becomes more important
than mere affiliation with a discipline. Split sample analyses
demonstrated variable influence structures. Findings indicate
that the effects of discipline cannot be discounted in framing
studies of administrators’ perceptions of their leadership
context and the behavior which necessarily flows from those
perceptions. ABSTRACT FROM AUTHOR
Fogg, P. (2006). Young PhD’s say collegiality matters
more than salary. The Chronicle of Higher
Education, 53(6), 1
When it comes to job satisfaction, the size of junior
professors' paychecks is not nearly as important as how well
they get along with their colleagues. That is according to the
results of a new survey from Harvard University's Graduate
School of Education, which found that tenure-track faculty
members care more about departmental climate, culture,
and collegiality than they do about workload, tenure clarity,
and compensation.
Fraser, S. P., & Bosanquet, A. M. (2006). The
curriculum? That’s just a unit outline, isn’t it?
Studies in Higher Education, 31(3), 269-284.
The term curriculum is familiar in school education, but
more ambiguous in its usage in a higher education context.
Although it is frequently used in academic staff discussions,
policy and planning documents, and to describe advisory
bodies, its usage is inconsistent and multifarious. This article
reports a phenomenographic study of the ways in which
academics conceive of the curriculum in higher education. It
examines the variation in perceptions of curriculum, which is
critiqued through the work of school
curriculum theorists, who utilise Habermas’s theory of knowledge constitutive
interests. The intention of this article is
to explore the
epistemologies and
assumptions that underpin these
conceptions, in order to promote an
inclusive and shared vocabulary as a
basis for curriculum development.
ABSTRACT FROM AUTHOR
Gansemer-Topf, A. M., & Schuh, J. H. (2006).
Institutional
selectivity
and
institutional
expenditures: examining organizational factors
that contribute to retention and graduation.
Research in Higher Education, 47(6), 613-642.
Many institutions of higher education increasingly are
concerned with retention and graduation rates. Focusing on
private Baccalaureate Liberal and General Colleges and
universities, the purpose of this study was to examine the
relationship between institutional selectivity and institutional
expenditures and retention and graduation rates. Framed by
Berger’s view that organizational behavior can impact
student departure, this inquiry examined if expenditures for
instruction, academic support, student services, facilities,
institutional support, and institutional grants (i.e. student
financial aid) could predict retention and graduation rates at
baccalaureate-granting institutions. Institutional selectivity
and institutional expenditures, specifically those that directly
contributed to students’ academic integration, were found to
contribute significantly to retention and graduation rates.
Recommendations are suggested, including using the results
to inform resource allocation strategies that can enhance
retention and graduation rates. ABSTRACT FROM AUTHOR
GOSE, B. (2006) The rise of the chief diversity officer.
The Chronicle of Higher Education.Washington,
53(6), 1
Nearly every university, it seems, is racing to appoint a chief
diversity officer. Although their titles vary, these
administrators often are vice presidents or vice provosts and
manage larger budgets and more people than their
predecessors of a decade or two ago, when the top
administrator in this area was often dubbed "minority-affairs
director."
Higher education leadership in the new world (2006).
ASHE Higher Education Report, 31(6), 101-136.
The article discusses various changes in higher education
leadership research that took place in the last fifteen years.
One of the major changes is the expansion of the research
paradigms applied to higher education. Another change in
higher education leadership research conducted over the
last fifteen years is concerned with the representation of
successful leaders.
Huebner, L. W. (2006). Foreign exposure. Connection:
The Journal of the New England Board of Higher
Education, 21(1), 21-21.
The article challenges U.S. educators to foster globally
sensitive students through exposure to foreign cultures.
Exposure to a foreign culture allows students to see their
home culture in a new perspective and encounter a
different, wider world. The challenge for U.S. educators then
is to develop a globally sensitive student by introducing
foreign study programs.
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Janette R. Hill ER. (2006). Flexible learning
environments: Leveraging the affordances of
flexible delivery and flexible learning. Innovative
Higher Education, 31(3), 187-197.
The purpose of this article is to explore the key features of
flexible learning environments (FLEs). Key principles
associated with FLEs are explained. Underlying tenets and
support mechanisms necessary for the implementation of
FLEs are described. Similarities and differences in traditional
learning and FLEs are explored. Finally, strategies and
techniques for becoming a successful learner and facilitator
in FLEs are presented.
Joao Rosa, M., Tavares, D., & Amaral, A. (2006).
Institutional
consequences
of
quality
assessment. Quality in Higher Education, 12(2),
145-159.
This paper analyses the opinions of Portuguese university
rectors and academics on the quality assessment system
and its consequences at the institutional level. The results
obtained show that university staff (rectors and academics,
with more of the former than the latter) held optimistic
views of the positive consequences of quality assessment for
institutions. However, while rectors paid more attention to
the results, coordinators were more centred on processes.
Moreover, the institutional leadership paid more attention to
internal procedures and services, strategic management and
institutional management structures than to actual
improvements in the student learning experience.
ABSTRACT FROM AUTHOR
Keppell, M. A.,Eliza, Ma, A., & Chan, C. (2006). Peer
learning and learning-oriented assessment in
technology-enhanced environments. Assessment
& Evaluation in Higher Educatio, 31(4), 453-464.
Group work, group projects and collaborative learning
encourage students to learn from other students as well as
from the lecturer. Peer learning may involve cooperation,
communication and the giving and receiving of peer
feedback. In addition peer learning emphasises the sharing
of knowledge and ideas between students in a reciprocal
partnership. However, some educators ask individual
students to formally assess each other within the context of
a group project which may inhibit the very process of peer
learning that they are attempting to promote. This paper,
through the voices of three lecturers and their students, has
attempted to reinforce the importance of learning-oriented
peer assessment within technology-enhanced environments.
This paper advocates the concept of learning-oriented peer
assessment strategies to enhance student learning.
Le
Heron, R., Baker, R., & McEwen, L. (2006).
Co-learning: Re-linking research and teaching in
geography. Journal of Geography in Higher
Education, 30(1), 77-87.
What might geography in 'the universities' look like if
geographers seriously confronted the growing dichotomy
between research and teaching? This challenge goes to the
heart of 'the university' as a site of learning. The authors
argue that the globalizing character of higher education
gives urgency to re-charting the university as an
environment that prioritizes co-learning as the basis for
organizing educational activities in geography and
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potentially beyond discipline boundaries. By co-learning is
meant systematic approaches to maximizing the synergies
between research and teaching activities to capitalize on
prior learning and experiences of all involved. The authors'
argument is that feedback gained through co-learning will
reshape the nature and quality of both research and
teaching environments as we know them. Four methodological framings of co-learning, derived from established
practice in geography, are presented, to highlight
possible directions of development that are
especially strategic in the current context of
globalizing higher education. It is suggested that
with
strategies
that
explicitly
maximize
co-learning, the development of geography could
occur in distinctive ways that would not happen if
research and teaching were progressed in
isolation. ABSTRACT FROM AUTHOR
Leite, D. S.,Rui A., Sarrico, C. S., Leite, C. L., &
Polidori, M. (2006). Students' perceptions on the
influence
of
institutional
evaluation
on
universities. Assessment & Evaluation in Higher
Education, 31(6), 625-638.
There are many studies about the experiences of higher
education students, but few analyse their representations of
the governance and the management of their institutions.
Our study will describe, analyse and compare students'
representations of institutional evaluation at three
institutions in Portugal and Brazil. Our results, based on an
open questionnaire which sought to collect students' views
on institutional evaluation, show that students' views are
neither homogeneous nor do they simply reproduce the
dominant external perspectives on the subject. A significant
amount of students thought that evaluation is a legitimate
exercise, resulting from a political decision, which is useful
to improve the quality of universities and the relationship
between students and academic staff. Some students also
recognize that evaluation will lead to institutional
comparisons, functioning as a mechanism of control,
regulation, monitoring, and possibly of standardization. It is
also noted to be ‘an impossibility’, since it can never
comprehend
the
existing
diversity
of
institutional
performance.
Lonnie D. Harvel ER. (2006). Convenience is not
enough. Innovative Higher Education, 31(3),
161-174.
A recent survey of studies [Tenopir, Hitchcock, & Pillow
(2003). Use and users of electronic library resources: An
overview and analysis of recent research studies.
Washington, DC: Council on Library and Information
Resources.] concluded “both faculty and students use and
like electronic resources and most readily adopt them if the
sources are perceived as convenient, relevant, and time
saving to their natural workflow” (p. iv). However, the
results of access studies show that actual use of online
content is relatively low. This is because navigation to the
online content in these various collections is not convenient,
requires multiple steps in order to reach relevant content,
and is not integrated into a student's natural workflow. In
our research, we have designed, implemented, deployed,
and evaluated a method for making content available to
students that targets the content to their current need.
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Donald, Janet Gail (2006). Enhancing the quality of
teaching in Canada. New Directions for Higher
Education: International Policy Perspectives on
Improving Learning with Limited Resources, No.
133, 23-32.
In Canada, the range of postsecondary educational
institutions and jurisdictions has led to distributed
accountability among the provinces and individual
institutions. Multiple jurisdictions engender variegated
governance procedures for improving quality in the
universities of Canada.
Dearn, John M. (2006). Enhancing the quality of
teaching: an Australian perspective. New
Directions for Higher Education: International
Policy Perspectives on Improving Learning
with Limited Resources, No. 133, 33-42.
Initiatives are being implemented nationally aimed at
producing a more equitable, diverse, cost-effective, and
publicly accountable higher education sector.In Australia, a
major national reform of universities is currently under way
that is resulting in tension between government control and
market forces.
Garraway,
James
(2006).
Creating
productive
interactions between work and the academy.
Higher Education, 52(3): 447-464.
Policy in higher education suggests that curriculum should
be more responsive to economist arguments than was the
case in the past. Although some guidance has been given to
how to develop more work-integrated curricula, little attention has been given to interactions in meetings between
workplace and academic representatives in which issues of
curriculum development are discussed. As such there
appears to be a gap in current curriculum theory. The author
suggests that such interactions may be fruitfully examined
using concepts derived from studies in the sociology of
science and organizational dynamics. Such analyses may
contribute to understanding what conditions enable
productive interactions, which may be the development of
hybrid objects and languages which speak to both
groupings.
Greenbank, Paul (2006). The evolution of government
policy on widening participation. Higher
Education Quarterly, 60(2), 141-166.
This paper examines the evolution of government policy in
England on widening participation. It traces government
policy on widening participation in relation to social class
from Robbins (1963) through Dearing (1997) to ‘The Future
of Higher Education’ (2003) and the passing of the Higher
Education Act (2004). The paper concludes that there is a
lack of participation in policy formulation by certain key
groups, particularly those
directly affected by widening
participation policy. In addition, although the government’s
widening participation policy has generally progressed, it
has done so within an overly bureaucratic system of control
that fails to give higher education institutions the autonomy
they need. There are also occasions when aspects of policy
seem to be taking backward steps. Moreover, while the
government adopts a rhetoric of strategic rationality, policy
on widening participation often appears to be ad hoc,
piecemeal and lacking a cohesive, evidence-based rationale.
Finally, there are times when New Labour appears to lack
the political will to implement radical policies.
Higgs, Philip, & Van Wyk, Berte (2006). University
teaching
in
South
Africa:
an
African
philosophical perspective. New Directions for
Higher
Education:
International
Policy
Perspectives on Improving Learning with
Limited Resources, No. 133, 81-90.
Transformation of South African higher education has given
rise to a new philosophical perspective on teaching, a
perspective focused on ubuntu and communalism as key
features of transforming and Africanizing curricula, teaching,
and learning.
Kreber,
Carolin (2006). Setting the context: the
climate of teaching and learning. New
Directions for Higher Education: International
Policy Perspectives on Improving Learning
with Limited Resources, No. 133, 5-12.
This chapter gives an overall assessment of the present
higher education environment within which teaching and
learning take place. Growing student access and factors
associated with globalization affect higher education’s
organization, purpose, and delivery.
Lindblorn-Ylanne, Sari (2006). Enhancing the quality
of teaching in higher education in Finland: the
case of the University of Helsinki. New
Directions for Higher Education: International
Policy Perspectives on Improving Learning
with Limited Resources, No. 133, 63-72.
This chapter looks into the largest university in Finland,
which has its own highly developed quality enhancement
system.In Finland, quality enhancement is an area of great
institutional autonomy.
Lavdas, Kostas A., & Papadakis, Nikos E. (2006).
Policies and networks in the construction of
the European higher education area. Higher
Education Management and Policy, 18(1),
129-139.
Within the European Union, issues of comparability and
compatibility regarding higher education policy are defined
by new challenges, while interest politics increasingly affect
the actions and the discursive practices that constitute both
the new European Higher Education Policy Area and its
relation to other crucial public policies (economic, social and
labour policies). This article attempts a policy-impact
analysis focusing on a) issues of interest politics, key-actors,
interaction among supranational policy agendas and policy
networks, b) issues of decentralisation,
internationalisation and deregulation in
higher education policy, with particular
reference to the Bologna Follow-Up process,
and c) educational reform processes organised as policy reform rituals. The main hypothesis of the study is that HEIs are perceived as key partners/ providers and this
perception transforms the role of the HEIs
within the context of strategic partnership
interests
(at
national,
regional
and
institutional levels).
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Meerabeau, Elizabeth (2006). Poor Relations?:
Nursing and Medicine in the English Academy.
Higher Education Quarterly. 60(1), 52-73.
Department of Health policy currently espouses shared
learning between the various health ‘tribes’. There are many
cogent arguments for this; however, there may be
unaddressed tensions because of status differences between
the disciplines. This paper compares two of the main
academic disciplines involved – nursing, a recent entrant to
higher education, and its much longer established
neighbour, medicine, with the emphasis in the paper being
on nursing. The paper explores the differences in cultural
capital between medicine and nursing, the vastly different
research funding and the government intervention in
curriculum
issues in nursing, drawing on empirical data on
the social class of entrants to medicine and nursing, the
league table ranking of the universities in which they are
based, and data from the Research Assessment Exercises.
Neave, Guy (2006). Times, measures and the man:
The future of British higher education treated
historically and comparatively. Higher Education
Quarterly, 60(2), 115-129.
This article is a tribute to the life work of Maurice Kogan.
Very little of higher education’s landscape in the United
Kingdom has remained unchanged over the past four
decades and this article sets out to analyze the way the
perception of the role of universities in society has changed
in the intervening period. This it does through three
perspectives: continuity and change, continuity in change
and continuity in the midst of change. Each yields very
different visions of the university. Against this ‘inside’ view,
the second part of the article examines current British
higher education policy from an ‘outsider’ standpoint and
very particularly the current strategies towards the
European Higher Education and Research Areas. It
concludes by arguing that Britain’s higher education policy
vis a vis Europe re-states a dilemma which these Islands
have had to tackle for the best part of the past 250 Years.
This dilemma is whether to lay priority on higher education
as a global instrument or to endorse a more limited, less
ambitious agenda of ‘European’ integration.
Otero, Manuel Souto, & Whitworth, Adam (2006).
Equality in higher education in Spain and the
UK: Mismatch between Rhetoric and Policy?
Higher Education Quarterly, 60(2), 167-186.
Making use of Grisay’s typology of educational equality, the
paper analyses rhetoric and policy on equality in higher
education (HE) in Spain and the UK in the period 19962004, using electoral manifestos, policy papers, legislation
and academic literature. We find that in both countries, and
in spite of similar pressures and levels
of access to HE, the prevailing notions
of educational equality vary. We also
find evidence of a good match between
policy rhetoric and policy practice in
terms of areas of intervention, but not
in the strength of these interventions.
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Pick, David (2006). The re-framing of Australian
higher education. Higher Education Quarterly,
60(3), 229-241.
The aim of this paper is to analyse the changes in Australian
higher education policy over the past two decades. Using
frame analysis, two shifts in higher education policy are
identified. The first is in the late 1980s where the view of
higher education as having a broad social, economic and
cultural role was changed to one that emphasised
expansion, marketisation, and competition. The second is
currently taking place in which universities are becoming
seen as business competitors in a global higher education
market, and as such, privatization and deregulation are
centrally important. This paper demonstrates the usefulness
of frame analysis as a way of examining the systemic effects
of policy decisions in a way that draws together and
uncovers how the various and complex forces of government
policies and broader social and economic events combine to
create the difficult terrain through which universities must
now plot a course.
Rice, R. Eugene (2006). Enhancing the quality of
teaching and learning: the U.S. experience.
New
Directions
for
Higher
Education:
International
Policy
Perspectives
on
Improving Learning with Limited Resources,
No. 133, 13-22.
Distinctive features of U.S. higher education have
contributed to both the neglect of student learning and
recent
efforts to support excellence in teaching. In the
United States, greater attention is being paid to learning
that is more collaborative, actively engaged, and
technologically enhanced.
Schenker-Wicki, Andrea, & Hurlimann, Mark (2006).
Performance funding of Swiss Universities success or failure? An ex post analysis. Higher
Education Management and Policy, 18(1),
53-69.
In the past decade, based on a change in paradigms in
university policy, performance funding on a cantonal and
central state level has been introduced in Switzerland: the
universities have been granted higher autonomy, combined
with global budgets and contract management by the
responsible authorities (cantonal authorities). At the same
time, the allocation of the central state subsidies, which is
only of a secondary nature, has no longer been based on
input but on the achievement of targets (new University
Funding Law from the year 1999). The introduction of these
new performance-oriented elements - higher autonomy
combined with global budgets and contract management
and target-oriented allocation of central state subsidies led
to intensive, sometimes controversial debates in the
different parliaments and media. This work examines
whether - and to what extent - these new incentives have
led to behavioral changes at the universities. To test this,
the work has analysed the development of efficiency – as an
input/output comparison in the university production
process - and that of effectiveness - as the degree to which
targets formulated in the University Funding Law are
achieved.
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Shattock, Michael (2006). Policy drivers in UK higher
education in historical perspective: ‘Inside Out’,
‘Outside In’ and the contribution of research.
Higher Education Quarterly, 60(2), 130-140.
Where have been the main policy drivers for the
development of British higher education over the last 50
years? This article argues that while higher education policy
was once driven from the inside outwards, from the late
1970s it has been driven exclusively from the outside
inwards. Policy decisions under either regime were rarely
driven by research findings especially from within the higher
education community. The current imbalance between
‘inside-out’ and ‘outside-in’ policy formation is paradoxically
most apparent when the higher education system has a
more widely diversified funding base than at any time since
the 1930s. The key policy challenge is now not what new
policies are needed but what new framework should be
developed for policy making.
Smith, Brenda M. (2006). Quest for quality: the UK
experience.
New
Directions
for
Higher
Education: International Policy Perspectives
on
Improving
Learning
with
Limited
Resources, No. 133, 43-52.
This chapter focuses on how standards and quality of
provision are developed and maintained in higher education
institutions in the UK and how government initiatives are
aimed at enhancement of student learning. In the United
Kingdom, both institutions and government taken initiatives
to enhance student learning on a broad scale.
Veiga, Amelia, Rosa, Maria Joao, & Amaral, Alberto
(2006).
The
internationalisation
of
Portuguese higher education: How are higher
education
institutions
facing
this
new
challenge? Higher Education Management and
Policy, 18(1), 113-128.
Portuguese internationalisation policies essentially intend to
promote
an
attitude
favouring
participation
in
internationalisation activities. However, as higher education
institutions are autonomous, those policies aim at creating
opportunities for development and management of these
activities instead of imposing them. In this article we attempt to analyse Portuguese HE1 responses to internationalisation. After reviewing briefly the recent changes in national and EU policies aiming at promotion of higher education internationalisation, we present the results of six organisational case studies, conducted with the goal of obtaining
an answer to the question: how are Portuguese higher education institutions facing the internationalisation challenge?
Based on the internationalisation profiles of the six
institutions selected, we identify which actors foster and
which factors impede the development of international
activities at the organisational level in the Portuguese higher
education system. Simultaneously we analyse the rationale
explaining the different patterns of international activity
between and within institutions.
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Berggren, Caroline (2006). Labour market influence
on recruitment to higher education - Gender
and class perspectives. Higher Education, 52
(1), 121-148.
The hypothesis that an economic recession in society leads
to class equalisation in the recruitment of new students to
higher education is tested, using data from Sweden. The
1990s is a period suitable for these analyses, as the
recession
started
in
1991,
reached
the
highest
unemployment level in 1993; finally, at the end of the
decade the labour market recovered. Multivariate, binary
logistic regressions of entry into higher education are
performed with gender divided analyses. Register data from
Sweden comprising the total population in the age range
18-21 years from six cohorts are analysed. When the labour
market was the most difficult, more young students from
lower classes entered higher education. When the labour
market recovered, men from lower classes tended to
abandon higher education. However, women from lower
classes continued to increase their involvement. The results
indicate that the Swedish Scholastic Assessment Test, works
in favour of men from higher classes through repeated test
taking. The hypothesis about the influence from the labour
market was supported for the group of men, while results
were less clear for women. The results indicate that future
research must carefully consider gender aspects.
Dobson, Ian R. (2006). Broken down by sex and age:
Australian
University
staffing
patterns
1994-2003. Higher Education Management and
Policy, 18(1), 71-85.
This article examines trends in Australian university staffing
through an analysis of ten years' stag statistics, 1994-2003.
An introduction which considers definitions, methodological
issues, and overall changes in patterns of casualisation, sex
and
the
distribution
of
academic
and
general
("non-academic") staff categories is ,followed by an
examination of changes in participation of university staff by
sex and by age. Although most of the focus in the discourse
about university staffing concerns academic staff these staff
comprise only 42%-43% of total university staffing in
Australia. Therefore it is relevant to investigate changes
which have occurred in the majority group of university stag.
The characteristics of academic and general staff are quite
different, so each category has been considered separately.
In particular the progress of women in senior academic posts
and in university management is considered, as are patterns
of aging, particularly in academic fields of education.
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Gibson,
Sharon K. (2006). Mentoring of Women
Faculty: The Role of Organizational Politics
and Culture. I n n o v a t i v e Higher Education,
31(1), 63-79.
This article reports on a key finding of a phenomenological
study on the mentoring experiences of women faculty. The
study revealed the political climate of the
organization as an essential attribute of this
experience.
Women
faculty
identified
organizational culture and gender issues
that affected the mentoring they received.
This study suggests the need for human
resource and organization development
i n it i a t iv es to facilitate the provision of
academic mentoring for women facultyindividually, departmentally, and culturally
as a means to foster transformation and
change- in academic institutions.
Mora,
Jose-Gines,
Garcia-Aracil,
Adela,
Carot,
Jose-Miguel, & Vila, Luis E. (2006). Monetary
rewards and competences of young European
graduates. Higher Education Management and
Policy, 18(1), 37-51.
We use data from a sample of European higher education
graduates at early stages of their working careers to provide
evidence on the determinants of the human capital
competences (talents, skills and capabilities) acquired by
young graduates in Education and of those required by the
jobs they perform. More than 36 000 graduates holding a
first higher education degree were surveyed about four
years after graduation (graduates from 2995 were surveyed
in 1999). The data set used examines in detail a number of
human capital competences of the graduates and their
utilisation on the job, as well as the extent to which the
graduates consider their position and tasks linked to their
educational careers. Regarding the labour market, both
human capital theory, from the supply side, and job
competition theory, from the demand side, misses the
definition of the links between the competences possessed
by higher education graduates and those required by jobs.
By looking at realised matches in the labour market, we try
to identify those competences
associated to graduates'
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professional success, as well as their determinants and any
possible surpluses and shortages oft hese key competences
and their payoffs. Regression techniques are used to gain
insight into the labour-market role of those competences
generated or promoted through higher education. The
following research questions are addressed: What
competences are more demanded by jobs performed by
young graduates? Do graduates' competences match those
required by their jobs? How are competences rewarded in
the labour market
Wolhuter, C.C., L.G. Higgs, L.G., & Higgs, P.J. (2006).
The South African academic profession and
transformation of higher education. Higher
Education Review, 38(2), 3-20.
The article sets out to determine how the academic
profession in South Africa is experiencing and responding to
the challenges of current reforms directed at the
transformation of the higher education sector. Data were
obtained from the International Survey of the Academic
Profession, which the authors recently applied to a sample of
South African academics, and which surveys the following
aspects of the academic profession: biographic profile,
teaching, research, community service, relations with
institutional and national governance, internationalisation of
the academic profession, the higher education sector's
relations with society. The survey revealed that in
responding to reforms directed at the transformation of the
higher education sector in South Africa, the academic
profession in South Africa: is characterised by a positive
morale as the profession does not appear to have a problem
with government's increased role in higher education; has
made notable progress with regard to the question of
gender
equity;
is
increasingly
involved
in
the
internationalisation of higher education; has not responded
to the challenges of transformation with increased research
productivity; is characterised by racial disparities.
Bahagian B : Abstrak Jurnal Bercetak
Calhoun, Terry (2006). Looking forward to the
campus of the future: an interview with
Richard Katz and Diana Oblinger. Planning for
Higher Education, 34(3), 49-53.
This article is one of several articles appearing in Planning
for Higher Education, Business Officer, and Facilities
Manager, as early readings to assist members of APPA,
NACUBO, and SCUP in preparing for the Campus of the
Future: Meeting of the Minds conference in July 2006:
www.campusofthefuture.org. For SCUP members, this joint
conference replaces what would have been SCUP-41.
Dator, Jim (2006). Campus futures. Planning for
Higher Education, 34(3), 45-48.
This article is one of several articles appearing in Planning
for Higher Education, Business Officer, and Facilities
Manager, as early readings to assist members of APPA,
NACUBO, and SCUP in preparing for the Campus of the
Future: Meeting of the Minds conference in July 2006:
www.campusofthefuture.org. For SCUP members, this joint
conference replaces what would have been SCUP-41.There's
more than one way to put up a residence hall, deliver a
calculus course, and fund a research initiative. When leaders
and stakeholders band together to envision and invent a
preferred future for their institution, they readily spot
alternatives to the status quo.
Deem, Rosemary (2006). Changing research on the
management
of
higher
education:
Can
research permeate the activities of ManagerAcademics? Higher Education Quarterly, 60
(3), 203-228.
The paper considers whether, and if so how, research
evidence can permeate the world of higher education (HE)
management in publicly funded institutions. The paper
explores the author’s experience of two recent research
projects (1998-2000 and 2004) on aspects of managing UK
HE institutions and issues arising from the preparation of the
HE element of a third study of leadership and public service
change agendas in education and health during 2004.
Despite the topicality in education and other public services
of debates about evidence-based practice, there is little
indication that this debate has permeated HE management
qua management. The paper utilises Bordieu’s work on
academics and social and cultural capital to explore why
manager-academics may resist taking the findings of
research seriously in relation to their own work. It is
suggested that, where there is reluctance to learn from
research, this may reflect the changing nature of HE, the
status of HE research as an academic field and form of
academic capital and the relative paucity until recently of
training in management for most UK manager-academics.
DuBois, Glenn (2006). Developing an accountability
agenda with college presidents: a chancellor’s
view. New Directions for Higher Education:
Practitioners on Making Accountability Work
for the Public, No. 135, 95-101.
The chancellor of a state’s community college system works
with the college presidents to establish accountability for a
common set of goals.
Pentadbiran Korporat
Evans, G.R. (2006). How to run a university. Higher
Education Review, 38(3),
The Lambert Review of Business-University Collaboration
proposed a business model for universities in 2003. Pressure
to change university governance to make it match the
business model remains strong, and it is being most actively
applied to Oxford and Cambridge. The Oxford and
Cambridge governance debates (which began in the 1990s)
open up the deeper questions which affect all universities in
ways which are not possible in connection with the running
of any other type of university. This article examines the
emerging structural fundamentals and their apparent pros
and cons in a attempt to clarify the issues within a
framework less narrowly conceived than Lambert's review of
university-business collaboration.
Foster, Brian L. (2006). From faculty to administrator:
Like going to a new planet. New Directions for
Higher
Education:
Transitions
Between
Faculty and Administrative Careers, No. 134,
49-57.
The faculty member focuses on the effectiveness of an
academic program. The administrator must focus on the
health and resilience of the institution as a whole.The
transition from faculty to administration is a cultural as well
as organizational shift.
Glick, Milton D. (2006). Becoming "One of Them" or
"Moving to the Dark Side". New Directions for
Higher
Education:
Transitions
Between
Faculty and Administrative Careers, No. 134,
87-100.
Many of those with whom the author had previously worked
became critical to his success as chair and subsequently
dean and provost.This recounting of the author's journey
through a career as a faculty member and in various
administrative positions offers lessons learned along the
way.
Griffith, Janice C. (2006). Transition from faculty to
administrator and transition back to the faculty. New Directions for Higher Education:
Transitions Between Faculty and Administrative Careers, No. 134, 67-77.
Whereas the new administrator will seek to become comfortable and effective in a leadership role, former administrators back on the faculty will find the change of position
and pace unsettling until they become fully absorbed as
members of the faculty again.
Harris, Sidney E. (2006). Transitions: Dilemmas of
leadership.
New
Directions
for
Higher
Education: Transitions Between Faculty and
Administrative Careers, No. 134, 79-86.
Leaders seek to elevate significantly the performance of the
enterprise they are leading and are prepared to take risks to
accomplish their goals. The author explores his insights and
lessons learned during service as a dean at two business
schools.
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
31
Pentadbiran Korporat
Bahagian B : Abstrak Jurnal Bercetak
Hashimshony,
Rifca,
&
Haina,
Jacov
(2006).
Designing the university of the future.
Planning for Higher Education, 34(2), 5-19.
These authors identify transforming trends in society that
are affecting the mission of universities, analyze the impact
of those trends on the institutional and spatial structure of
universities, and then summarize the factors that planners
should be paying attention to in the future design of their
institutions.
Marginson, Simon, & Sawir, Erlenawati (2006).
University leaders' strategies in the global
environment:
a
comparative
study
of
Universitas Indonesia and the Australian
National University. Higher Education, 52(2),
343-373.
In a global environment in which global, national and local
nodes relate freely within common networks, all research
universities must pursue strategies for building global
capacity and facilitating cross-border staff and student
movement and research collaboration. The study compares
readings of the global environment, global and international
activities and relationships, and global capacity and strategy, in two leading national universities, one in a middle
level developing country (Indonesia) and the other in a
middle level developed country (Australia). The main tool of
investigation was interviews with parallel groups of
institutional leaders and leaders of academic units and
research centres, in conjunction with study of the national
and local contexts. It was apparent that in both cases, while
global elements are increasingly important in university
strategy, mission and identity, resource capacity remains
highly dependant on national government and students. This
belies the romantic myth of the `stand-alone' corporate
university in the global marketplace. The two cases also
differ in some respects. While both universities are peak
national institutions, and each respects the other, the
Australian university is more strongly placed in the global
environment and practical dealings between them are
asymmetrical. The study helps to illuminate the dynamics of
global stratification and hierarchy between developed and
developing nations and institutions in higher education.
Palm, Risa (2006). Perspectives from the dark side:
the
career
transition
from
faculty
to
administrator. New Directions for Higher
Education: Transitions Between Faculty and
Administrative Careers, No. 134, 59-65.
Taking on the responsibilities of an administrator is not
easy. Each responsibility calls for a new orientation to the
life and work of the institution.A number of challenges mark
the transition from full-time faculty member to academic
administrator.
Plater,
William M. (2006). The rise and fall of
administrative careers. New Directions for
Higher
Education:
Transitions
Between
Faculty and Administrative Careers, No. 134,
15-24.
The author offers personal reflections on how to manage
and give shape to the ascent of one's own career. Managing
and shaping the ascent of one's own career comes through
understanding that what goes up must come down and that
32
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
satisfaction in the experience is determined by recognizing
the moment of balance.
Santiago, Rui, Carvalho, Teresa, Amaral, Alberto, &
Meek, V. Lynn (2006). Changing patterns in
the middle management of higher education
institutions: The case of Portugal. Higher
Education, (2006) 52(2), 215-250.
Much of the writing on higher education in recent years has
tended to assume that the new management push in higher
education is both universal and irreversible. This paper,
however, presents evidence from Portugal to challenge that
assumption. While elements of the new managerialism are
clearly evident in the perceptions and attitudes of academics
in charge of the basic academic units (departments/ schools
and faculties) in the country's universities and polytechnics,
academic management remains faced with a complex,
contradictory and conflicting set of demands and
expectations which is likely to take a considerable time to
resolve.
St.
George, Elizabeth (2006). Positioning higher
education for the knowledge based economy.
Higher Education, 52(4), 589-610.
This article questions the assumption that increasing
competition among higher education institutions is the best
method of achieving a strong higher education sector in
developing countries. It notes that there has been increasing
emphasis on the importance of higher education institutions
for sustainable development, particularly because of their
importance to the global knowledge economy. For the same
reason, the appropriate management of the relationship
between the state and higher education institutions is vital
to a strong and dynamic future for these institutions. This
paper proposes a menu of options for higher education
governance,
grouped
around
`state-centric'
and
`neo-liberal' models of development. The `state-centric'
model proposed is based on a variety of examples of high
performing Asian economies, in particular, while the
`neo-liberal' model is based on emerging trends in higher
education management in countries such as Australia, the
United States and the United Kingdom. The paper suggests
that despite pressure across the globe to encourage a
market among universities, this may not always be the most
efficient use of resources, or the best way to integrate
universities in a country's drive for economic growth.
Strathe, Marlene I., & Wilson, Vicki W. (2006).
Academic leadership: the pathway to and
from. New Directions for Higher Education:
Transitions Between Faculty and Administrative Careers, No. 134, 5-13.
The chapter examines the characteristics of effective
academic administrators and the pathways to and from an
academic administrative position from the faculty member's
perspective.
Bahagian B : Abstrak Jurnal Bercetak
Swain, Mary Ann (2006). Reflections on academic
administration. New Directions for Higher
Education: Transitions Between Faculty and
Administrative Careers, No. 134, 25-36.
Conceptual frameworks for guiding the work of university
administrators in effective hiring, planning, and budgeting
smooth the transition from a faculty to an administrative
role.
Willson,
Richard
(2006).
The
dynamics
of
organizational culture and academic planning.
Planning for Higher Education, 34(3), 5-17.
How often do you get to learn, in depth, about why
something did not work? This article analyzes the death of
Cal Poly Pomona's Academic Affairs Master Plan (AAMP)
process and suggests that the "right" planning approach
may be less important than understanding an institution’s
organizational culture before beginning.
Wood, Ann L. (2006). Demystifying accreditation:
Action plans for a national or regional
accreditation. I n n o v a t i v e Higher Education,
31(1), 43-62.
As part of educational reform, many i n s t i t u t i o n s of higher
education are undergoing accreditation processes. Based on
interviews, observations, and the author's experiences in
accreditation reviews, this discussion delineates three
stages of planning for an accreditation process. Recommendations are organized by each stage of preparation into
long- and short-term action plans with specific tasks. Analyzing the process of accreditation across institutions an
programs led to the identification of common elements that
Pentadbiran Korporat
can make planning an accreditation effective and efficient.
This article maps the roles and responsibilities of
accreditation stakeholders and the need for communication
and collaboration throughout the process.
Yokoyama, Keiko (2006). Entrepreneurialism in
Japanese and UK universities: Governance,
management, leadership, and funding. Higher
Education, 52(3), 523-555.
This paper scrutinises organisational change in Japanese and
UK universities which are engaged in entrepreneurial
activities. The study focuses on recent changes in
governance, management, leadership, and funding in these
universities. The paper argues there are convergent trends
between Japanese and UK universities in terms of increasing
entrepreneurial activities, a review of institutional strategies,
a review of the organisation, the application of
market-oriented institutional policy, links with the industrial
sector, the notion of a public financial crisis and changing
external environment, strong leadership of the university
President or Vice-Chancellor, and the notion of the
accountability of the university to society as a whole.
However, the application of particular institutional
strategies, entrepreneurial culture, and the way in which an
institution relates itself to the private sector significantly
differs among institutions. The paper suggests that those
differences are related to different institutional history and
characteristics - including those between national and
private universities in Japan, and old and new universities in
the UK - as well as different government policies between
Japan and the UK.
Lain-lain
Bahagian B : Abstrak Jurnal Bercetak
Bornmann, L., Mittag, S., & Daniel, H.-D. (2006).
Quality assurance in higher education meta-evaluation of multi-stage evaluation
procedures in Germany. Higher Education, 52
(4), 687-709.
Systematic
procedures
for
quality
assurance
and
improvement through evaluation have been in place in
Western Europe since the mid 1980s and in Germany since
the mid 1990s. As studies in Europe and beyond show that
multi-stage evaluation procedures as the main quality
assurance instrument for evaluation of teaching and learning
in higher education institutions have proved reliable and have
gained acceptance, in Germany (as well as in other countries)
the evaluation of teaching and learning through internal and
external evaluations has long come under the fire of criticism.
Our results of the first comprehensive and representative
investigation of procedures for the evaluation of teaching and
learning in Germany show that former participants in the
evaluations (reviewers and those reviewed) arc satisfied all in
all with the multi-stage procedure. They are convinced that
the goals of quality assurance and improvement were
achieved. Suggestions for improving the procedures target
individual aspects, such as, for example, the composition of
the review panel. Against this background, it makes sense to
perform regular quality assessments of the procedures for
quality assurance and improvement.
Frolich, Nicoline (2006). Still academic and national Internationalisation in Norwegian research
and higher education. Higher Education, 52
(3), 405-420.
The paper discusses strategies for internationalisation in
Norwegian research and higher educational institutions in
terms of understanding them in relation to the
organisations' relation to environments and/or in relation to
the organisations basic values and identities. The empirical
material consists of six case studies (3 universities, 2
university colleges and 1 research institute). Points of
departure are observed through increasing competition,
normative transformations in terms of increasing economic
justifications of internationalisation and impetus to coherent
strategic actions. To what extent does the Norwegian
landscape of responses to internationalisation fit such
interpretations? Based on this case study we may safely
conclude that increased competition as a major driver of
internationalisation
policies and practices in these
organisations is still to come. An economic justification of
policies and practices is not the major reason to
internationalise,
given
the
perceptions
of
these
organisations. They are currently deeply embedded in
academic rationales for internationalisation.
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
33
Lain-lain
Bahagian B : Abstrak Jurnal
Kim, Sunwoong, & Lee, Ju-Ho (2006).
Changing
facets of Korean higher education: market
competition and the role of the state. Higher
Education, 52(3), 557-587.
During the past several decades, the Korean higher
education sector has experienced tremendous expansion,
while the quality of teaching and research has not improved
very much. Despite the fact that higher education had to
rely on the private sector for most of its finance and
provision, market competition among higher education
institutions has, until recently, been heavily restricted by the
government. We argue that the government should try to
incorporate more market-based policies in order to upgrade
the quality of teaching and research at higher education
institutions.
Kivinen, Osmo, & Poikus, Petri (2006). Privileges of
Universitas Magistrorum et Scolarium and
their justification in charters of foundation
from the 13th to the 21st centuries. Higher
Education, 52(2), 185-213.
Analysing foundation charters, this article explores the
various purposes universities have been said to serve at
different periods of time, how the distinction between
universities and other educational establishments has been
made, and how the actions of the academic community have
been justified. The data consist of 225 charters of
foundation from the year 1224 to 1999. Granted by rulers,
the charters depict universities as being suited to serve
widely differing purposes, such as furthering the material
and spiritual prosperity of the nation and the local
community, strengthening the right faith and training public
servants. Charters granted universities privileges such as
the status of studium generale and ius ubigue docendi, a
universal teaching licence. These privileges created a
foundation for all later principles generally applicable to the
academic world. The universities originating in academic
guilds founded for the protection of scholars have always
been answerable to societal demands. A certain degree of
loyalty by academic people to those in power has, in turn,
secured the universities and the academic community their
vital integrity and freedom of opinion, publication and resea
Laudel, Grit (2006). The ‘quality myth': Promoting and
hindering conditions for acquiring research
funds. Higher Education, 52(3), 375-403.
Research funding has been undergoing a shift from
recurrent, stable funding to competitive funding of projects.
The system rests on the assumption that the best proposals
or the best researchers receive the resources, i.e., that
quality is not only necessary but also sufficient to win a
grant. A comparative study of the conditions of fund
acquisition was conducted to test this assumption.
Qualitative interviews with 45 German and 21 Australian
Experimental physicists were conducted. Although the
quality of a proposal and the reputation of a researcher are
important prerequisites for a successful acquisition of funds,
the success of a funding proposal depends on several factors
that are not linked to quality and cannot even be controlled
by scientists. Scientists used adaptation strategies and
universities applied institutional measures to increase their
chances of external funding, but with limited success. Under
the described conditions, grant acquisition is based on a
Matthew Effect by rewarding the richly funded researchers
34
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
Bercetak
and hindering entry or continuous funding for others. For
these reasons it must also be doubted that external funding
per se is a useful performance indicator.
Leathwood, Carole (2006). Gender, equity and the
discourse of the independent learner in higher
education. Higher Education, 52(4), 611-633.
The 'independent learner' is a key construct within
discourses of educational policy and p r a c t i c e in the UK.
Gove r n m e n t
policy
statements
stress
the
importance of' d e v e l o p i n g l e a r n e r independence, and
h i g h e r education pedagogical practices tend to rest on the
assumption that s t u d e n t s a r e independent l e a r n e r s .
This paper draws on research with undergraduate students
in a post-1992 university to offer a critica l ap-praisal of the
discourse of the independent learner. The paper e x a m i n e s
students’ perceptions of independence in both their first
year of undergraduate s t u d y , and in the later years of their
degree courses. Support for learning and issues related to
a s k i n g for help are discussed. Whilst s t ud e nt s t en d to
both expect and want to be independent, it is suggested
that d o m i n a n t constructions of the independent learner
are gendered and culturally specific, and as such are
inappropriate for the majority of students in a mass higher
education s y s t e m .
Lieven, Michael, & Martin, Graeme (2006). Higher
education in a global market: The case of
British overseas provision in Israel. Higher
Education, 52(1), 41-68.
In recent years there has been a major expansion by higher
education institutions in setting up `for-profit', offshore
programmes and campuses. It has been claimed that
for-profit provision in a free, or unregulated market,
responds to student demand and acts as a catalyst for
innovation, thus fuelling arguments for a global `free
market' in higher education. There are few opportunities to
test these claims since higher education is overwhelmingly
provided within national systems of education and is
generally subject to strong local regulation. Israel, in the
199Os, offered a rare case of an unregulated market in
higher education for foreign providers, albeit one which
contained significant distortions: British institutions took the
leading part in developments. This article examines that
experience in the light of documentation in the public
domain and of practitioner research and argues, contrary to
unsubstantiated claims, that provision fell below acceptable
standards. The article concludes that, in this field, consumer
demand did not operate on the basis of quality and that the
market-place cannot assure standards of higher education in
overseas
provision.
Furthermore,
until
international
standards are agreed, governments have a responsibility to
regulate provision which directly affects the lives of their
citizens.
Llamas, Jose Manuel Coronel (2006). Technologies of
disciplinary power in action: the norm of the
‘Good student’. Higher Education, (2006) 52
(4), 665-686.
We have completed a piece of research into the process of
production of speech on the part of students as regards their
idea of `the good student', taking social postmodern
theories as a conceptual reference and within the university
Lain-lain
Bahagian B : Abstrak Jurnal Bercetak
context. The study tries to show how disciplinary
technologies are a major influence in the make-up of
particular types of students. It is an exploration of the
discourses used by students reflecting their vision of
university, teaching and learning. The aim is to understand
their reasoning by means of the view they have of academic
activity and life. Starting from Michael Foucault's thoughts
on power relations in the context of educational practices we
present a plan of discourse analysis based on accounts
made by the students themselves.
Siegel, David J. (2006). Organizational response to
the demand and expectation for diversity.
Higher Education, 52(1), 465-486.
This study examines the interplay of institutional
environments and organizational contexts in shaping the
responses of four professional schools (public health,
business, social work, and engineering) to diversity-related
pressures, expectations, requirements, and incentives. The
role of market demand in structuring postsecondary
approaches to diversity is of particular interest.
Marginson, Simon (2006). Dynamics of national and
global competition in higher education. Higher
Education, 52(1), 1-39.
The paper explores the dynamics of competition in higher
education. National competition and global competition are
distinct, but feed into each other. Higher education produces
`positional goods' (Hirsch 1976) that provide access to
social prestige and income-earning. Research universities
aim to maximise their status as producers of positional
goods. This status is a function of student selectivity plus
research
performance.
At
system-level
competition
bifurcates between exclusivist elite institutions that produce
highly value positional goods, where demand always
exceeds supply and expansion is constrained to maximise
status; and mass institutions (profit and non-profit) characterised by place-filling and expansion. Intermediate
universities are differentiated between these poles. In global
competition, the networked open information environment
has facilitated (1) the emergence of a world-wide positional
market of elite US/UK universities; and (2) the rapid
development of a commercial mass market led by UK and
Australian universities. Global competition is vectored by
research capacity. This is dominated by English language,
especially US universities, contributing to the pattern of
asymmetrical resources and one-way global flows. The
paper uses Australia as its example of system segmentation
and global/national interface. It closes by reflecting on a
more balanced global distribution of capacity.
Solbrekke, Tone Dyrdal, & Karseth, Berit (2006).
Professional responsibility - an issue for
higher education? Higher Education, 52(1),
95-119.
The aim of this article is to shed light on some aspects of
professional responsibility by investigating students' visions
of future work and notions of professional responsibility. The
data is based on interviews with samples of freshmen in
three educational programmes at the University of Oslo in
Norway. The data has been analysed in relation to two
thesis claimed by Steven Brint: "The rise of a utilitarian
ethos" in higher education and the movement from "social
trustee professionalism" to "expert professionalism". The
findings show that the students in our sample do not think
of higher education primarily as a means to get credentials
that will be useful in the labour marked. An intellectual interest in the discipline is the most prevalent reason for the
students' educational choices. Furthermore our findings
support an orientation towards "expert professionalism"
rather than "social trustee professionalism". But, embedded
in the perspective of an expert there is an emphasis on
ethical knowledge, moral and/or societal responsibility and
the wish to do good for others. However, the students'
sense of responsibility seems to be restricted to certain
"localism" of their specific occupation. Based on the findings
we argue that the students reveal a moral awareness that
should be taken seriously by the educational institution in
order to foster critical rationality and professional
commitments.
Osborne, Michael, & McClaurin, Iain (2006). A
probability matching approach to further
education/higher education transition in
Scotland. Higher Education, 52(1), 149-183.
As part of the impetus to increase and widen participation in
the UK, and in Scotland in particular, there has been
considerable effort put into creating links between Further
Education Colleges (FECs) and Higher Education Institutions
(HEIs). However, because no unique identifier is used to
track students between the two sectors, little is known in
quantitative terms of the nature of this progression. In this
article using substantial datasets, and an approach known
as Probability Matching, we are able to provide novel data
on the proportions of Scottish domiciled former FEC students
within Scottish HEIs, and are able to compare the
characteristics of this subset of all students with the whole
cohort within HE in a given year, 1999-2000.
Wolf-Wendel, Lisa Ellen, & Ward, Kelly (2006). Academic life and motherhood: Variations by institutional type. Higher Education, 52(3), 487521.
This paper explores the interface between work and family
at different types of institutions from the perspective of
women faculty who are on the tenure track and who are
mothers of young children. Such a perspective provides insight into institutional variation on academic life in general,
and for new faculty as mothers in particular. A macro view
of the findings points to two major concerns: time (and lack
thereof) and its impact on the "ideal
worker" norms that shape what it
means to be a good mother and
good
professor
at
different
institutional types; and, the idea of
"choice" as an illusion.
Abstrak Jurnal Pengajian Tinggi
- Bil. 1 - Disember 2006
35
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