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1 – 10 of 712Angela Yung Chi Hou, Christopher Hong-Yi Tao, Kyle Zi-Wei Zhou, Arianna Fang Yu Lin, Edward Hung Cheng Su and Ying Chen
In 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the…
Abstract
Purpose
In 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.
Design/methodology/approach
The research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.
Findings
Three are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.
Originality/value
The findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.
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Education to an international standard that can provide successful careers has arguably been the main drive of many parents to allocate scarce financial resources to the education…
Abstract
Education to an international standard that can provide successful careers has arguably been the main drive of many parents to allocate scarce financial resources to the education of their progenies. Competition for high-calibre degrees has seen an explosion of opportunity in the private education sector. As many Global South countries do not have the equivalent control of standards provided in the United Kingdom (UK) by the Quality Assurance Agency, this can lead to dissatisfaction with the qualifications received in the Global South. This chapter aims to explore the factors influencing participation in higher education in the Global North versus the Global South, particularly where these relate to or vary by locality, and the relative influence these have on the propensity of the learners living in these areas to progress into higher education in local universities. The conceptual framework and methodology provided in this chapter show the differences between transnational education (TNE) as primarily a standalone or independent activity supported by a UK higher education institution (HEI)/provider versus being a collaborative effort between a UK host university and a South/Southeast Asian HEI university partner. The methodology provides a strategy for UK host institutions to best provide carefully aligned independent or collaborative partnerships with the partner country regulatory bodies. The chapter concludes with the author’s personal reflections and recommendations based on decades of collaborative and independent university provision of TNE. These reflections are focused on design-based courses in selected South/Southeast Asian HEI partnerships with the College of Architecture and Design at Birmingham City University.
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Yueh-Chun Huang, Soo Jung Park and Ru-Jer Wang
This study analyzes the advantages and disadvantages of the electoral mechanism of local education superintendents in South Korea, draws conclusions and makes suggestions for…
Abstract
Purpose
This study analyzes the advantages and disadvantages of the electoral mechanism of local education superintendents in South Korea, draws conclusions and makes suggestions for future reforms.
Design/methodology/approach
The research method of this study included document analysis and interviews. Document analysis was used to collect and analyze the relevant official documents of education superintendents across countries. Semi-structured interviews were conducted with four professors and two superintendents.
Findings
The results of the interviews indicate the following: 1) Korean stakeholders are getting more familiar with the direct election of superintendents, as the interviews indicate a more mature direct election system due to previous experience and public officials taking direct election into account; 2) The direct election of superintendents has advantages and disadvantages. The advantages include increasing the participation of the general public in education, and the disadvantages include conflict between the central government and local superintendents belonging to different political parties. However, the current system is likely to be retained; 3) The superintendent systems in various countries differ due to their respective traditions and social contexts. However, the authors can always learn lessons and implications from foreign countries if the authors compare their education systems with their foreign counterparts.
Research limitations/implications
As far research limitations, although this was a small study, it shows the importance of collecting multiple stakeholders' views on the direct election of education superintendents as a basis for future reform of education management.
Practical implications
The Korean system for electing superintendents provides a good model for other countries reflecting on the educational autonomy and accountabilities of their own systems.
Social implications
The direct election of superintendents provides an example of professionalism, independence and political neutrality in education that other countries can learn from. The separation of general and educational administration in Korea through direct elections protects educational activities from political influence.
Originality/value
In terms of originality/value, this study adds a new perspective to the debate about whether the general public should directly elect education superintendents, as well as to the literature on local education management.
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This article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education…
Abstract
Purpose
This article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education regionalization and using supra-national regional universities as established and successful examples of regional-level higher education cooperation among countries.
Design/methodology/approach
A conceptual framework is used to provide the structure for analyzing the key approaches to higher education regionalization, followed by an analysis of supra-national regional universities to demonstrate the application of the model.
Findings
The FOPA framework for higher education regionalization includes three approaches. The first is the functional approach, which includes both collaborative academic and research activities among higher education institutions as well strategies and policies to help align systems across a region. The second is the organizational approach, which focuses on networks, organizations, institutions and programs, which facilitate partnerships. The third is the political approach, which includes regional-level agreements, declarations and strategic plans to promote higher education collaboration. Key higher education activities for each approach are discussed in generic terms, with examples provided from major regions of the world.
Research limitations/implications
The research was based on desk research only. No interviews were conducted.
Practical implications
A conceptual analysis and a model were provided for the concept of regionalization of higher education and for regional universities, which can help readers locate their interests and research in the regionalization of higher education. Examples of three different types of regional universities were provided to give concrete illustrations of a regional university.
Social implications
One of the rationales driving regional universities is to address and increase a sense of regional identify and to meet the social, economic and educational needs of the specified region.
Originality/value
Regional universities, such as the University of West Indies, Arab Open University and the Pan-Africa University, are an understudied phenomenon. Using them as innovative and sustainable examples of higher education regional cooperation and the FOPA model, this study illustrates how single-campus, multiple-campus and virtual regional universities are functioning to meet the diversified needs and priorities across a region through cooperation among countries.
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Elizabeth Benson, Jenny Lewis and Danny Pinchas
This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional…
Abstract
This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional standards to foster their professional growth. Standards help inform performance and development planning, and shape feedback and provide a framework for professional learning design. This chapter provides an overview of how systems such as New Zealand, Australia, and Scotland, among others, describe leadership in terms of standards. When used alongside an annual performance and development process, middle leaders can tap into the power of standards to continually sharpen their leadership practice and create a thriving career leading from the middle. Practical guidance is provided for middle leaders to engage with national teacher and leadership standards.
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