Governance and Policy in Higher Education

Russia, due to its unique location simultaneously in Europe and Asia, has more than three centuries of higher education cooperation with the European states. The role of higher education cooperation has been defined by the changes in general political context, international relations. Approaches to interaction have varied from attempts to transplant European academic culture into national culture to the severe limitations of any contacts with Western higher education institutions.
The chapter explores the rationale and evolution of the role of higher education cooperation between Russia and Europe under the pressure of foreign policy and its changing priorities. In particular, the author considers Russia-EU internationalisation as part of the common trend of rising competition between different countries and regions of the European Higher Education Area (EHEA).
To understand the challenges for Russia-EU higher education cooperation in terms of the common framework provided by EHEA, the author studies different institutional environments where the universities of Russia and the EU member states implement internationalisation activities. The chapter overviews the policy tools to support the internationalisation of higher education in Russia, highlights the opportunities for Russia-EU cooperation and investigates the challenges produced by national traditions, EHEA and national law enforcement, and university governance practices, which have constrained Russia-EU higher education cooperation.

SWOT is an acronym for Strengths, Weaknesses, Opportunities, and Threats. The SWOT analysis is useful for creating a strategic plan for a college or university. SUNEO universities are top down in governance, not shared governance. UNSIS is the center of SUNEO in the middle of Oaxaca, University. This information will be useful for people seeking work in Oaxaca, Mexico.

Higher education policy is a core for generating professionalism in any country. According to The Times Higher Education Supplement world ranking for 2008, there are only two universities in Iran which got rank among top 400 universities of the world (Acaemic Ranking of World Universities). These universities are the University of Tehran and the Sharif University of Technology. On the other hand, according to 2010 ranking of Quality Standard World University, there are just two universities in Pakistan which got status of top 200 universities. There are also 11 universities of Pakistan in top 1000 universities of the world according to this ranking. Quaid-e-Azam University, University of Karachi, National University of Science and Technology and Institute of Space Technology are among them. This study tries to find the answers of the questions that either higher education policy is able to attain the international educational standards in Pakistan and Iran or not. Similarly, it seeks the differences among Iranian And Pakistani higher educational structure under same religious structure that how and why the higher education system and policy of Iran is gaining its goals successfully in Iran than the Pakistan when there is same consensus among basic believes and socio- religious traditions, and what are the impacts of these differences on higher education of the both societies.

study aims to examine university governance in three different statutes and propose recommendations for improvement. This is a qualitative study that applies legal research methodology with historical and comparative approach through library-based researchtechnique. The finding shows that although the aim of the amendments on Act 30 in 1996 was intended to enhance the efficiency of the university governance through corporatisation of the university, the reforms implemented not only failed to restore university autonomy, instead has increased the government control over the university. This study will enable communities, students, academicians, administrators and policymakers to understand the legal framework which regulates the public university governance from 1961 to 1996 and its impact on society and country. The study contends that if the government is serious about restoring autonomy to the university, Act 30 need to be revised, using Act No. 44/1961 as well as the legal framework of foreign universities as a benchmark.

The online education in the higher education is a complete system rather than just a platform. The participants for this research study included twenty enrollees in distance learning programs. The respondents got online instruction from two distinct higher education institutions (the University of Florida and the Florida State University). The qualitative research design chosen for this study was conducted through observations, and interviews. To begin the study, each respondent had a formal structured interview recorded and transcribed. The interviews with each respondent lasted around 60 minutes on average. Depending on the respondents' preferences, interviews were done at a convenient location, such as their workplace, the university library, or dorm room. Interviews with each participant were performed in an unstructured manner. The following were among the favorable experiences: ease of connection, availability of technical help, self-paced learning, convenience, cost-effectiveness, and adaptability of the program. The difficulties included: a feeling of isolation, self-motivation, and self-regulation, inability to get help from the teacher, and a delay in seeking feedback. The following factors contributed to participants' positive interactions: accessibility to the internet and technology, a well-designed instructional format, easily accessible technical help from the institution, immediate grade filings following assessments, and a flexible learning participative timetable. Untimely or ineffective communication from the educator was among the variables that contributed to participants' unfavorable experiences. Other factors were boring educational approaches, a lack of technical assistance, a lack of interpersonal connection, and an inadequately-designed course interface.
Keywords: governance, digital learning, online education, online learning, e-learning

The progress in Information and Communications Technology (ICT) has enhanced effective communication, efficient storage and retrieval of data, as well as exchange of information to its users, be they individuals, groups, organizations or governments. What had begun as a faster,accurate and simpler means of word processing, has gradually lent itself to being used as a tool for processing and tabulating data for decision making. With growing computerization and increased internet connectivity, this process has presently reached a stage where more and more users are motivated to change their ways of doing things in order to harness the advantages of technological innovation. In other words, this has led to business process re-engineering. So far as government organizations are concerned, the coming together of computerization and internet connectivity in association with process reengineering, promises better processing of information leading to effective decision making, greater reach, accountability, better utilization of resources and overall good governance. In the case of citizens, it holds the promise of enhanced access to government information, efficient service delivery and transparency.

Government organizations are expected to be transparent in their functioning, accountable for
their activities and faster in their responses. This has made the use of ICT imperative in any
agenda drawn towards achieving good governance. Good governance is generally characterised
by participation, transparency and accountability. It has also led to the realization that such
technologies could be used to achieve a wide range of objectives and lead to faster and more
equitable development with a wider reach. In its Fourth Report entitled ‘Ethics in Governance’
the second administrative reforms commission of India, had clearly stated that the tools of
modern technology such as information and communications technology (ICT) should be used to transform the relationship of the government with its constituents, citizens and businesses, and also between its own agencies. While recognizing the potential of ICT in transforming and
redefining processes and systems of governance, the commission had suggested that e-
Governance is the logical next step in the use of ICT in governance, in order to ensure wider
participation and deeper involvement of citizens, institutions, civil society groups and the private sector in the decision making process of governance (Planning Commission, 2001). Hence the purpose of implementing e-governance is to enhance good governance.

The recent advances in communication technologies provide opportunities to transform the
relationship between governments and citizens in a new way, thus contributing to the
achievement of good governance goals. The use of information technology can increase the
broad involvement of citizens in the process of governance at all levels by providing the
possibility of on-line discussion groups, continuous feedback to government and development of effective of pressure groups.

Compared to the few public higher education institutions in the prewar era, postwar Somalia boasts a large number of academic institutions at the tertiary level, mainly as privately owned universities. Although these community-initiated academic establishments are making tremendous contributions to the higher education sector, particularly in the absence of an effective national government, one can argue that much still remains at stake in terms of evaluation and quality assurance, key elements necessary for institutional accreditation and acceptance of credentials by other educational establishments issuing the same level of certificates. In this essay we aim to provide an overview discussion of the trends of higher education in Somalia and the way forward for newly emerged institutions, which have taken the bold initiative of changing the landscape of Somalia’s higher education.

How are different faith communities participating in chaplaincies in higher education institutions in England and Wales?

What different models of working are developing?

What practice enables most effective participation, collaboration and activity of faiths in universities and colleges?

What are the key questions for chaplains, for institutions and for the faith communities themselves to reflect on?

These were some of the questions that the Faiths in Higher Education Chaplaincy project set out to discover. The findings and recommendations of this resultant report reveal the valuable and surprisingly diverse roles chaplaincies play in engaging with faith faith communities, building good campus relations and contributing to social cohesion.

The Handbook introduces and discusses key concepts in quality assurance in higher education, supplemented by examples of practices and methods from different higher education systems around the world. The examples presented, mainly from Europe, but also from Asia and North America, aim to illustrate the diversity that exists across higher education systems in the ways of addressing the issue of quality in higher education. Another specific aim of the Handbook is to facilitate the policy planning and decision making in Myanmar as part of the overall reform of the higher education system, in particular by helping to identify which questions to address in priority in the area of quality assurance and what measures to adopt and begin introducing incrementally in this area.

This practical handbook provides a concise overview of the key
aspects related to university autonomy, based on selected international
studies and other higher education policy literature. It elaborates on specific practical dimensions of institutional
autonomy that may be relevant for the reform efforts in Myanmar higher education.

In this paper, we propose governance implementation for the higher education system at different periods of time. For this, we intend to frame a logical architecture design for the higher education system. On the basis of this architecture, we will try to give a broad base for the governance of higher education. The study aims at demonstrating the current status, growth, and issue i.e. both external governance and internal governance with special reference to the higher education system in India.
Keywords: Governance, Higher Education, Pre/Post Independence, Challenges

Higher education (HE) reforms are usually inspired by New Public Management (NPM) global reform scripts. This article focuses on a pivotal object of NPM-driven reforms––central university governance structures. On the one hand, we present the founding ideas of NPM and sketch how they translate for these structures; on the other hand, two further ideal-type public management narratives to conceptualize reforms (Network Governance and Neo-Weberianism) are presented and we deduct the ideal-type institutional governance structures according to each. Then, we take Italy and Portugal as case studies––two countries in the Napoleonic administrative tradition where previous research has stressed that HE reforms differ from the NPM ideal––and we develop a multi-level analysis (at policy and university levels) to compare their central institutional governance structures with the NPM-driven ideal. Our findings show that both countries present hybrid reform outcomes with similar choices in several aspects that differ from the NPM-driven practical outcomes; thus, a specific regional variance is recognizable. Yet, these structures reflect the Neo-Weberian founding ideas rather than those of NPM. The research implications and possible explanations to reconcile the decoupling between discursive convergence on NPM global reform scripts and Neo-Weberian reform outcomes are discussed.

Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what did the student revolt of late 2015 to mid-2016 mean for governance in South Africa? How did it affect higher education and national government? Booysen states clearly that the answers to these questions “depend on the lenses worn and the directed angle” but she argues in conclusion that “from whichever angle it is approached …. it is evident that governance in South Africa and its higher education institutions has been irrevocably altered” (p 310). The challenge which this review takes up is to cross-examine this conclusion not from hindsight but by drawing on various viewpoints within the book.

This paper addresses the homogeneous/heterogeneous dilemma regarding formal arrangements of university cen‐ tral governance structures. Most topical studies argue that these structures are becoming homogeneous across coun‐ tries and prove it by adopting purposive sampling tech‐ niques. Yet, other scholars stress heterogeneity within countries. This paper aims to clarify this dilemma through a multi‐level analysis that simultaneously considers three levels of embeddedness (i.e., supranational, national and institutional), by employing a policy translation perspec‐ tive, which can accommodate both homogeneity and het‐ erogeneity. The national sample comprises three countries (the Netherlands, Portugal and Italy). The institutional sample is comprehensive and encompasses all public uni‐ versities within each country. The study discloses hetero‐ geneity in how countries responded to supranational policy pressures as well as heterogeneous responses at the institutional level even when unitary laws are applied. Relying on these findings, we stress the importance of adopting comprehensive (rather than purposive) sampling to infer about international and/or national homogeneity because studies that generalise results based on one/few

В статье раскрываются основные подходы к пониманию глобального образовательного пространства и места ведущих государств мира в реализации межгосударственного образовательного обмена, в том числе в условиях развития Болонского процесса. Среди основных факторов, которыми руководствуются иностранные студенты, выбирая для себя университет обучения, автор выделяет язык обучения, авторитет страны, репутацию вузов, стоимость обучения и проживания, сопоставимость квалификационных требований. На основе проведенного анализа автор определяет основные естественные сложности позиционирования России в глобальном образовательном пространстве и предлагает перспективные направления привлечения иностранных студентов в Россию. The article shows the main approaches towards global education space understanding and the position of leading countries in international education exchange as well as under the Bologna process. By the author opinion amongst the main reasons which drive the foreign saidents to choose the university are working language of the curse, country ranking, IIEls reputation, tuition fee and cost of living, competence requirements compatibility. Based on his analyses the author had defined the main natural problems of Russia positioning in the global educational space and has proposed some perspective directions to attract foreign students to Russia

This paper parallels the changes experienced by universities and science at the beginning of the new century in order to explore one relevant source of resilience and change inside the universities’ institutional fabric, which is its persistent dependence on the signs and norms produced by science as a nested institution. In no small degree, science is organized according to its norms and values. Notwithstanding, it de facto exists inside the institutional environment created by the university. As such, one could argue that it is a nested institution. Our argument holds that the interplay between the institutional norms coming from the university and science gives rise to one of the more relevant sources of resilience of universities. The paper explores the soundness of these assumptions on primary data collected in a research focusing on the responses of lower-level academic unit leaders in two universities: the University of Tampere, Finland, and the University of São Paulo, Brazi...

This paper makes the point about the existence of a crisis of academic freedom presently that is specific to Europe, or the European Higher Education Area, and discusses the nature and origins of this crisis. The crisis of academic freedom in Europe is both intellectual and empiric. The paper raises questions about how the relationship between higher education and democracy should be analysed and understood, in view of this crisis of academic freedom.

La contribution de l’Université à la société fait aujourd’hui débat. Face au taux de chômage élevé des diplômés et dans le cadre du projet politique d’une « économie de la connaissance », il lui est demandé de rendre des comptes sur la qualité et l'efficacité de son action. Amorcée tant sur le plan supranational que national, la réforme de l’Université emprunte de nouveaux instruments et méthodes pour réviser les programmes et les savoirs, vers un meilleur ajustement aux demandes du marché. Cet ouvrage fait état d’une recherche empirique sur la mise en œuvre de cette politique en France. Il éclaire sur les enjeux sociaux du processus de réforme, ainsi que ceux de la projection du savoir dans les champs socio-économiques. 
http://www.editions-harmattan.fr/index.asp?navig=catalogue&obj=livre&no=54126

Resumen: Incrementar la matrícula, los subsidios y la calidad de la educación superior son objetivos comunes de los gobiernos latinoamericanos. Sin embargo, las políticas para alcanzar estos objetivos varían en cada país. Numerosos estudiosos explican estas diferencias a partir del perfil ideológico de los gobiernos regionales. Nuestra investigación demuestra que no existe una relación directa entre la ideología de los gobiernos y sus políticas de ES. Argumentamos que estas diferencias son el producto de un proceso de hibridación que ha generado diferentes regímenes de gobernanza. Estos se caracterizan por las combinaciones de instrumentos de política pública; el papel de los actores involucrados y el grado de cumplimiento de los objetivos establecidos por los gobiernos. Para el análisis hemos elegido quince países latinoamericanos (ocho neoliberales y siete posneoliberales). Primero describimos la evolución política de los SES en el marco de las reformas neoliberales implementadas durante los años noventa y la emergencia de diferentes gobiernos de izquierda en la región. Posteriormente, identificamos dos etapas de desarrollo de los SES bajo estudio: 1) de 1990 a 1998, caracterizada por la expansión de la oferta privada de servicios educativos, así como por la implementación de reformas de mercado entre las IES públicas; 2) de 1998 al 2016, caracterizada por procesos de ajuste y adaptación de políticas encaminados a resolver los "errores del mercado" o a adoptar una perspectiva de "ampliación de derechos". Finalmente, identificamos tres tipos de regímenes de gobernanza: a) de integración privada; b) de gobernanza dual, y c) gobernanza "holgada".

Kazakhstan has provided the economic exemplar for other Commonwealth of Independent State (CIS) countries since its independence in 1991 following the collapse of the Soviet Union. It has been classified by the World Bank as an 'upper middle income' country and witnessed sustained growth in spite of the global recession. Political reforms however have been slower to realise and the Presidential Republic still remains a highly centralised and autocratic regime. Some 23 years beyond independence this paper assesses whether the role played by the NGO sector has changed and, as a consequence, the asymmetric state-society fulcrum has shifted in favour of a stronger societal voice in Kazakhstan. It finds mixed evidence of partnership between NGOs and Government and ongoing problems in exercising public voice and moderating the power of the state.

This paper has described the trajectory of social work education in India. It has discussed the status of social work education in the 21st century, in terms of its theoretical base, methods, interventions and its relevance within the dominant policy framework, especially in relation to the country's current social, economic, political and cultural practices. It has also described the governance mechanism of the social work education and practice in India and has attempted to initiate thinking towards how the governance practice can be made more focused and accountable towards enhancing the professional identity of the discipline and the practitioners.

This is the first report of the Global Observatory on Academic Freedom (GOAF), it identifies, analyzes, and tries to explain major recent evolutions in the understanding of academic freedom globally; whether they are expressed in legal, regulatory and policy endeavors, or in explicit intellectual attempts at new conceptualizations.

The concept of academic freedom has a long history. Its understanding has changed over time, at different speeds during different periods in different parts of the world. Sometimes there are no significant changes over long periods and a particular understanding of academic freedom dominates alone. Other times mark deep and accelerated evolutions, with new and
even competing understandings of academic freedom. Such are, it can be stated, the present times, coinciding with the years of the Covid-19 pandemic. In fairness, the current agitated period for academic freedom started already before the pandemic, but significant new evolutions in the understanding of the concept of academic freedom and its practice have
been proposed in 2020–2021.
The report focuses on these developments, providing a systematic glance into new, sometimes contested, understandings and attempts to reconceptualize academic freedom.