This report is designed to be of practical use to those who are responsible for (or play a significant role in) the development of their institution’s internationalisation or global engagement strategy – whether that strategy is... more
This report is designed to be of practical use to those who are responsible for (or play a significant role in) the development of their institution’s internationalisation or global engagement strategy – whether that strategy is articulated via the institutional strategic plan, a separate supporting strategy, both or neither.
It draws on a study of 134 current UK Higher Education Institution (HEI) strategic plans and 26 internationalisation strategies; in-depth interviews with 12 senior stakeholders; and a review of recent conferences, webinars and publications.
Insights are shared, alongside questions to be considered by HEIs as they reflect on the kind of global engagement strategy they should pursue in the context of a much-altered global higher education landscape. Now is the time for broad and deep strategic thinking to take place in our sector and it is hoped that this report will help to stimulate the discussions that are needed; and to strengthen the institutional strategies that emerge.
La educación superior está inmersa en un proceso de transformación a nivel mundial y se está configurando un mercado global en el que los principales competidores son las buenas universidades que ocupan las primeras posiciones en los... more
La educación superior está inmersa en un proceso de transformación a nivel mundial y se está configurando un mercado global en el que los principales competidores son las buenas universidades que ocupan las primeras posiciones en los rankings globales. En algunos países europeos comparativamente peor posicionados en dichas clasificaciones, como Alemania y Francia, se han puesto en marcha políticas públicas que pretenden impulsar las transformaciones y mejorar la posición internacional de sus principales universidades a través de más financiación y mayor masa crítica. Algunas universidades de estos países han reaccionado a estas políticas con estrategias de colaboraciones, alianzas que están suponiendo, en el caso europeo, una importante transformación de las instituciones de educación superior alemanas y francesas, de su gobernanza y de la organización del propio sistema de educación superior a nivel nacional.
En España, a imagen y semejanza de estos países se lanzó en 2009 el programa “Campus de Excelencia Internacional” (CEI) con el objetivo de impulsar la transformación de la universidad española a través de procesos de agregación con otras instituciones y entidades de su entorno y/o a través de incrementar la financiación y la calidad investigadora. La estrategia desarrollada por las universidades para su participación en este programa no ha conducido a procesos de fusión como en otros países europeos y se ha centrado en la colaboración entre universidades sobre proyectos concretos para mejorar la eficiencia y conseguir una mayor visibilidad internacional.
En esta comunicación, se analizan los resultados a nivel estatal y autonómico que se derivan de las distintas convocatorias del CEI y se revisan dos casos de estudio de la primera convocatoria, que se podría considerar representativos de los extremos, en un lado el CEI UAM+CSIC que plantea una alianza entre dos instituciones y en el otro la Universidad Carlos III de Madrid que presentó un proyecto “en solitario”. Aunque todavía es pronto para analizar las consecuencias que estas estrategias han tenido sobre sus respectivas instituciones, se concluye con una valoración positiva sobre el impacto de la política educativa del programa CEI en lo que va de quinquenio en el entorno de la Comunidad de Madrid.
El programa Campus de Excelencia Internacional en España y algunas estrategias de universidades de la Comunidad de Madrid para mejorar su posición en los rankings globales.
Public universities strategic responses to the dwindling public funding in Ghana is an area of study that has received relatively little academic attention in the Ghanaian Higher Education (HE) milieu. This study, employing an exploratory... more
Public universities strategic responses to the dwindling public funding in Ghana is an area of study that has received relatively little academic attention in the Ghanaian Higher Education (HE) milieu. This study, employing an exploratory research paradigm, sought to investigate the strategic actions taken by public universities in Ghana as a response to their public funding from the government which has undergone a series of gradual but significant changes in recent times. The study adopted a qualitative research approach with an embedded multiple case study design. Using data from semi-structured interviews in two public universities and documentary evidence, the main findings revealed that the major source of HE institutional pressures emanates from their limited and irregular public funding that inhibits their proper planning and the delivery of teaching, learning, and research. The results further indicated that the public universities as a response have implemented certain strategic actions to mitigate the effects of their limited public funding. The strategies identified included activities such as; revenue from diversified educational services, the expansion of non-traditional sources of income generating activities, and the commercialization of research. Reducing cost through better budgetary efficiency also assumed a greater strategy for the universities. The study revealed that, although the public universities continue to depend haplessly on the limited public funding, they are also actively involved in other diversified and alternative income generating activities in order to survive.
This presentation will introduce some basic information regarding university delegations of authority. Delegations policies, schedules and registers are some of the most important, but impenetrable suites of documents governing university... more
This presentation will introduce some basic information regarding university delegations of authority. Delegations policies, schedules and registers are some of the most important, but impenetrable suites of documents governing university operations. Policy practitioners regularly engage with delegations and must ensure that delegations embedded in formal policy statements mirror delegations in governance instruments. However, to do so requires an understanding of some basic definitions, an appreciation of the extent of the detail and a grasp of the fundamental delegations principles. This presentation defines ‘delegates’ and ‘delegations of authority’, and describes the process by which delegations are conferred on university staff and committees. It examines the scope and breadth of delegations by category, and explores some key underpinning delegations principles. This presentation is intentionally descriptive and therefore somewhat tedious. However, as delegations are inherently consequential for policy work, the objective of this presentation is to unravel some of the complexities inherent in delegations documentation for policy practitioners.
This study is aimed to study the mechanisms that contribute to increasing the economic independence of universities, which in conditions of high dependence on-budget funding is exceptionally relevant in Russia. Even though the share of... more
This study is aimed to study the mechanisms that contribute to increasing the economic independence of universities, which in conditions of high dependence on-budget funding is exceptionally relevant in Russia. Even though the share of extra-budgetary revenues is growing at most Russian universities, this growth is heterogeneous and partly due to the “low base effect”. To determine the factors of economic independence of universities, we used data on the 49 largest universities in Russia over four years, taken from monitoring the effectiveness of higher educational institutions. The primary research method is regression analysis using panel data models. The analysis reveals that the share of extra-budgetary funds of the university is positively influenced by factors such as the number and quality of publications, the number of journals published by the university, and the ratio of employees to the regional average. These dependencies are important in the long-term comprehensive planning of university activities.
Høgskolen i Molde har et oppsving i søkertallene. NTNU Ålesund har en nedgang. Er det sånn at Molde tjener på ikke å være en del av NTNU? spør Kai A. Olsen og Kjetil Haugen.
The aim of this article is to discuss how was the process of adopting the functionalist tool of strategic planning in the Federal Institutions of Higher Education (IFES) Brazilian. It is presented as a theoretical and analytical... more
The aim of this article is to discuss how was the process of adopting the functionalist tool of strategic planning in
the Federal Institutions of Higher Education (IFES) Brazilian. It is presented as a theoretical and analytical
support the sociological approach because, unlike the others, presents a cultural perspective and highlights the
role of cultural norms and the broader institutional context elements. It appears that the process of
institutionalization in universities promotes increasingly, organizational changes that are substantial and a high
degree of formalization for them to continue working. Institutional environments of Brazilian IFES are
conditioned by an environment of hard and supported regulation specifically for determinations prescribed by
regulatory and supervisory bodies of the Union. This rules and standards in the federal ambience are significant
sources of isomorphic changes in IFES. It appears that the professional support of high level technicians in
Brazilian IFES, civil servants career with an academic background in Business Administration or a related field
in the construction of strategic planning allows more legitimacy in this field, which implies credibility and
institutional support.
