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The purpose of this paper is to analyze the current problems and the main perspectives of the development of state regulation of the Russian system of higher education in the context of the provision of Russia’s national security.

The research of formation of the system of national security in Russia and the problems of the development of education is based on the methods of Russian and foreign Institutionalists (D. North, S.G. Kirdina, R.M. Nureev, Y.V. Latov, etc.). The research is also based on the theory of inequality in the system of education (D.L. Konstantinovsky), the idea of cultural aspects of social inequality (Pierre Bourdieu) and the theory that connects the problem of the development of the educational system with the system of national security and social inequalities (A.V. Vereshchagina, S.I. Samygina, etc.).

The modern state and perspectives of state regulation of higher education in the modern Russian conditions are analyzed in this paper. A complex analysis of risks of the modern state of Russia’s educational system is performed, and educational inequality as a risk to national security is studied in this paper. Perspectives of state regulation of higher education in view of the national model of socio-economic activities and principles of national security are viewed in this paper. The main directions of improving the educational system in the context of the provision of national security of the state are given in this paper.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of the formation of the system of Russia’s national security.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of formation of the system of Russia’s national security.

The ideas of the research could stimulate the reconsideration and harmonization of perspectives of the development of social policy of the state, which includes the interaction of the development of higher education and system of national security.

Originality of this paper consists in setting the problem of the implementation of social senses of the development of state policy in the sphere of higher education into the discourse of theoretical and practical consideration of the problems of national security.

This chapter considers the school-to-prison pipeline (STPP) within the United States as a network of flows and feedback loops that connects the education and delinquency systems. This system is heavily biased to funnel students with disabilities, disproportionately from low-income minority families, away from productive educational outcomes through punitive, exclusionary, and restrictive measures that too often result in incarceration. Congress intended special education and disability rights laws to ameliorate injustice and ensure long-term positive outcomes for all students. Through a systems theory perspective, this chapter outlines key leverage points inherent in disability rights laws, which can and should be activated to interrupt and reverse the STPP. Many provisions within the law are overlooked or inadequately enacted within current educational practices. The authors present problem-solving strategies, rooted in the Individuals with Disabilities Education Act (IDEA) and other disability rights laws, for educators, juvenile justice advocates, and policymakers to use in order to reduce school exclusion and incarceration of vulnerable youth and to provide education opportunity for all students.

The main purpose of this paper is twofold: to present a proposal for a model of educational quality management system within a process approach context for technical universities, and a conceptual model of a performance measurement system (PMS) towards the assessment of the quality level of management, core and support processes.

The paper encompasses two main parts: a theoretical portion and a case study. Within the theoretical background, the authors discuss the issue of educational quality management supported on a process approach perspective as well as performance measurement system in high education (HE). The case study reports the development of the concept of performance measurement system for technical universities.

The proposed system of educational quality management supported on a process approach, together with a conceptual model of the performance measurement system, can be implemented in every technical university. The identification of processes in the education quality management system permitted the development of the PMS. The model covers 32 key performance indicators (KPIs) for management processes, 39 for core processes and 19 for supporting ones.

The proposed performance measurement system is limited in its focus on educational processes and support of these processes. The evaluation of scientific and research activity and aspects related to financial resources is not pursued.

Elaboration of a conceptual model of a performance measurement system towards the assessment of the quality level of management, core and support processes is dedicated to technical universities.

The purpose of this study is to analyse the potential impact of the Internet of Things (IoT) on education. IoT is more than just novel educational arrangements with new technology and networked computing devices. Taking a systems design perspective, the author argues that IoT represents a paradigm shift in the key drivers of education systems.

The paper uses a conceptual analysis based on the systems thinking framework. The paper relies on a literature review as informed by prior studies in the field, social media analysis and research database articles of IoT in education.

The paper finds that systems thinking is a useful framework for examining IoT in education. It finds that writers on IoT in education use a number of lenses at looking at how IoT will affect education. All of these can be refined. Findings suggest that IoT technology has the potential to impact how education systems are reimagined and redesigned; that logistics of educational management and the design of learning facilities can become more responsive to student learning needs because of IoT technology; and instructional delivery systems will be reconstituted by IoT technology. This study is of most value to educators, administrators and information systems professionals. Industries of focus include K-12 education, higher education and specialized training fields.

The research is a conceptual analysis based on social media content and research studies. This is a new line of inquiry; therefore, the sources and data rapidly change.

The study is practical for educational policymakers and educators to plan for the shift in modes of instructional design, curriculum development and school leadership and organization.

The research will inform the basis for new educational and schooling arrangements; IoT will change the way all of us learn and engage with learning activities.

The paper is highly original and very valuable for education policymakers as well as educators at all levels.

Education system supplies the required manpower in order to ensure the national prosperity. A salient link between education and business sector is a prerequisite to cater economically productive manpower. Economic and social development supplements each other that can only be ensured via a functional education system. A dysfunction education system created by a biased clustering policy develops a greater horizontal and vertical mismatch with the job market in many developing nations. This mismatch dents the quality of business management that halts the national prosperity. Therefore, the role of education has become questionable. This research aims to bridge between education and business sectors.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research bears the norms of qualitative method. Both secondary and primary data are used. While, secondary data are collected by the banks, Bangladesh Bureau of Educational Information and Statistics (BANBEIS) and by the University Grants Commission (UGC), primary data are collected through interviews. Document review and data collected through personal communication with members of staff of sampled banks and institutes of HE also supplements. Data were collected from six commercial banks and from the Central Bank.

Findings suggest that clustering system favours science graduates by depriving business counterpart, which creates an atmosphere of educational disparity. This disparity affects the symbiotic and reciprocal relationship that exists amongst different provisions (i.e. secondaryand tertiary) of education. Favoured clustering system further contributes for a larger “horizontal educational mismatch” with job market. Therefore, science graduates occupy the places in the banks where business graduates should ideally be employed. Being a dysfunction system, education fails to support substantially for social and economic developments.

A few studies are conducted in the area of HE in Bangladesh but none covers the issue of impact of clustering system of education in secondary provision on HE and job market. Graduates' performance in carrying out the jobs is seen as the most important element for the business management. This study has suggested a unique way forward which would be able to reduce the mismatch between education system and job market, enabling a substantial business management process. Considering this, the paper is first on its kind.

Canada is a country that has a democratized higher education system, based on solid principles of access, quality and accountability. Brazil, on the other hand, is a country that seeks to advance its higher education system. For this reason, this paper aims to understand with the main stakeholders of the systems, the perceptions in relation to higher education in terms of access, quality and accountability, confronting two educational systems, the Brazilian and the Canadian.

The author applied an exploratory and qualitative method through categorical content analysis in a multicase study. Data were collected through 10 interviews with government managers, 18 unstructured (open) questionnaires, where 13 were applied to professors and experts in higher education and four to student leaders.

The results demonstrate that, for Canadian participants, these principles should guide any nation, as it is something demanded by society itself: democratic access to the system, that the available system has quality and that the resources allocated to the system are being well applied. In addition, Brazilian participants understand that it is necessary to deepen this debate, including a new principle: permanence, as it is a country of traditional social inequality.

This study presented the perceptions of an educational system based on the principles of access, quality and accountability, the Canadian system and the perspectives for a system that intends to develop in this context in Brazil.

The purpose of this paper is to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system through literature analysis and the management evaluation method of Organization and Methods (the O and M technique) and argue for a more radical change in, and greater scrutiny of, university governance so as to improve the efficiency and effectiveness of university operations and thus yield a more optimal satisfaction of social needs.

The paper employs the O and M technique in order to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system.

The “objective” is education and knowledge and there is no room for experimentation in the system. The higher education sector does not need experiments to develop further. Rather, it deserves cautious, creative and innovative consideration and needs a very distinctive treatment of national problems. No matter the policy orientation of the system, higher education policy makers should not forget that higher education has a tremendous influence on peoples’ attitudes and beliefs so the focus should be on the actual knowledge on social responsibility and on the commitment of higher education to serve social interests and needs.

The analysis developed in this study would benefit from a deeper exploration by investigating more numerous and diverse examples from the international arena of higher education.

This study acts as a complement to previous research on higher education governance since it develops further the analysis and the understanding of university governance. By using as examples two countries with different orientation in their higher education system (mainly due to differences in cultural and ideological perceptions) and keeping in mind that there is no ideal model for university governance, this study could enlighten decision makers in any country to develop a more effective and constructive model of university governance that would serve societal interests more effectively.

This study aims to explore an exemplar of the design and application of a systemic framework for higher education. The field of application is in the social sciences and the perspective long-term, covering three generations of faculty and many generations of students.

This study is exploratory. It contains a conceptual component and an empirical component with a long-term case study from a European university.

A cybersystemic approach to higher education has been shown, at the focal university, to be a powerful amplifier of individual and institutional capabilities, and it still has great potential. The crucial prerequisite is that the approach is virtuously designed and implemented.

A case study ranging over 50 years is presented. The respective university has been a role model for other educational institutions for many years. Its influence in the German-speaking countries, and more recently also internationally, has become significant.

This article employs a system analytic framework to categorize the available research literature on the politics of education in order to explain the inter‐relationship of private and public interests and of different levels in primary and secondary American schools. The objectives are several: to explain and develop the analytical framework of David Easton; to illustrate its heuristic utility by categorizing empirically‐based research within the components of that framework, and to suggest and encourage future research directions in the subject. Education has escaped application of traditional policy analysis in America because educators have convinced scholars and laymen that they are “non‐political,” a label which even most political scientists have accepted without challenge. However, during the 1960s, a few scholars in education and political science began to apply political analytical methods to public school conflict. This research has begun to change perceptions of education and to provide a beginning set of research projects whose data support tentative generalization about the policy‐making process and the total system of public schools. This orientation is bound to increase because of increasing national government intervention in local schools, both through integration and financial policies. These have provoked growing conflict locally over the proper direction of school policies. In this article, we see how such stress is transmitted in the form of “demands” and “supports” into the “political system”, that persistent social mechanism known in all societies in different forms provides an “authoritative allocation of values and resources”. The political system, in this case public school bodies, “converts” such “inputs” into “outputs” of public policy, which in their administration create outcomes which later cause a “feedback” into the political system as the material for new policy demands. For each component of this Eastonian system, this article examines relevant research, providing an extensive annotated bibliography. From this review, it is possible to suggest lines of needed research.