Search results

This chapter explores how critical language theory could be applied to the language dynamics in higher education that is created by internationalization and university's traditional role in maintaining national languages. Language policy is an instrument of governance that is increasingly used to regulate the linguistic situation at the university, so it is at the center of my analysis. As a broad concept, language policy is not limited to the formulations of the policy text but includes interactions of different actors and addresses instruments mediating the university's linguistic situation. A critical approach highlights that language policy is permeated with power, which is unequally distributed between different actors. I suggest further conceptualization of the language dynamics of the internationalized university created by national language protection and internationalization through three layers of analysis. The first layer derives from the Bourdieu's approach to language in society focusing on the societal hierarchies that are underpinned by language use. It also includes a discussion about structure versus agency, and a conversation about the navigational capacities of individuals to challenge preestablished social structures. The second layer discusses dialogue as a theoretical approach to the process of negotiating language policy. This is where agency is being realized, depending on the relative power of different actors in the particular social context. The third layer explores the conception of language, how different ways to understand what language is are turned into policy principles.

Academia is an industry like many of those in the private sector. It produces valuable patents, copyrights and other intellectual property. Consequently, the “research for sale” industry by way of corporate/university partnerships continues to grow. While it is certain that academics participating directly in corporate research partnerships are required to abide by project confidentiality agreements, their colleagues and other academic researchers peripherally involved may only be required to adhere to their own university's policies, which may or may not be sufficient. From a corporate executive and strategic policy standpoint, important questions arise. Are corporate interests protected by the presence of valid university intellectual property policies, or should there be concern? In an effort to answer this question, our article examines university policies for the purpose of determining which academic institutions are more likely to maintain protective policies, private or public, and which policies are most prevalent amongst universities: patent, copyright, general loyalty clauses, invention, trademark or trade‐secret policies.

The purpose of this paper is to investigate whether Taiwan’s “Stars Policy” for university admission can fulfill its major aim to promote educational equity. Implemented by the government, the policy relies on student within-school ranks to admit high achievers to top universities or departments, mainly in medicine.

Open data were collected from the government, universities, high schools, and news reports. High schools were identified as having benefited from the Stars Policy if more students were accepted into medical departments in the first year of the policy than one year before its implementation. χ² tests and logistic regression were used to examine how the benefit status interacted with school types and regions.

The results indicated that the Stars Policy benefited 25 high schools, namely, 9 community public schools (not top achieving in a region) and 16 struggling private schools (especially vocational). Contrary to expectations, private schools were three times as likely and private school students seven times as likely to have benefited from the Stars Policy. Schools located in disadvantaged regions did not benefit.

The Stars Policy is unique given its centralized and school-based system. The design, however, increases educational equity in a manner that fails to benefit disadvantaged students seeking admission to the top-achieving medical departments in Taiwan.

The purpose of this paper is to analyze and summarize the development of science and technology (S & T) policies in China from a government-driven perspective in chronological order. To develop knowledge-based economy, China enacts a range of S & T policies since “Reform and Open Policy” started in 1978. Furthermore, it investigates the overall effects of these S & T policies on university-industry linkages (UILs).

This paper conducts an analysis framework of S & T policies in historical sequence to explain how government drives UILs to stimulate technological progress and economic growth in China.

More than a site for high-quality workforce education and knowledge spread, universities as an important part of national innovation are required to participate in economic activities. Considering that most Chinese universities are national, S & T policies with particular regard to university technology transfer would be more important and essential. This research finds that S & T policies enacted by government have made critical contributions to UILs in economic transition period, such as improving academic faculty, enhancing university–industry collaborations and supporting university spin-off formation. The experiences of China suggest that government should enact more effective S & T policies in the knowledge-based economy era.

First, universities need to educate high-level human resources that are important for economic growth and social development. Second, universities need to engage in R & D activities and enhance their collaboration with industries, such as consulting services, research contracts with industry, patent licensing and other general knowledge commercial mechanisms. Third, universities also can directly transfer commercial knowledge to start up new businesses by itself or in partnership with industrial sectors. Without doubt, a series of S & T policies or programs enacted by China’s government to drive entrepreneurship continuously played critical role in the UILs over the past 26 years.

This paper is a pioneering work on how S & T policies enacted by government drive UILs to stimulate technological progress in transitional China.

The purpose of this research is to examine the hypothesis that under‐representation of women in Australian universities reflects barriers in the academic promotion process.

This study uses three complementary approaches. Promotion policies and guidelines are examined using content analysis of documents from all Australian universities. A sample of 17 universities was selected for interviews with key gatekeepers to examine promotions practice. Data on promotions by level and gender were analysed for 16 of these universities 2000‐2002.

The analysis of promotions policies and guidelines established a range of practice. Policies supporting women's participation and success in promotions included explicit consideration of part‐time and non‐traditional careers, clear equity statements, and gender representation on promotions committees. Interviews emphasised the importance of support for and identification of female candidates, and the need for the establishment of institution‐wide and performance targets for senior managers. Implicitly, most interviewees accepted the premise that women experienced barriers in the promotion process, including reticence in applying and stereotypically gendered notions of merit. However, the analysis of promotions data showed a more encouraging picture. Application rates and success rates for women are similar to men's and, at professorial level, slightly higher. Nonetheless women remain under‐represented at senior levels, comprising only 16 per cent of the professoriate.

The study provided a report to the Australian Vice‐Chancellors' Committee (AVCC) with a number of recommendations for improving University promotions policies. These recommendations are available on the AVCC website and have applicability beyond the Australian university sector.

This study is an original study across all Australian universities which has international applicability and policy relevance.

Colleges and universities across the USA have seen data breaches and intellectual property theft rise at a heightened rate over the past several years. An integral step in the first line of defense against various forms of attacks are (written) security policies designed to prescribe the construction and function of a technical system, while simultaneously guiding the actions of individuals operating within said system. Unfortunately, policy analysis is an insufficiently discussed topic in many academic communities with very little research being conducted in this space.

This work aims to assess the current state of information security policies by analyzing in-use policies from 200 universities and colleges in the USA with the goal of identifying important features and general attributes of these documents. The authors accomplish this through a series of analyzes designed to examine the language and construction of these policies.

To summarize high-level results, the authors found that only 54 per cent of the top 200 universities had publicly accessible information security policies, and the policies that were examined lacked consistency with little shared source material. The authors also found that the tonal makeup of these policies lacked a great deal of emotion, but contained a high amount of tentative or ambiguous language leading toward policies that could be viewed as “unclear.”

This work is an extension of a paper that was presented at ECIS 2018. The authors have added additional analyzes including a cross-policy content and tonal analysis to strengthen the findings and implications of this work for the wider research audience.

History in Argentina shows that, from 1945, rotation between democratic and de facto governments was accompanied with changes in policies of free or restricted university access, respectively. In this way after more than 20 years of democracy, 60 percent of the university matriculation of the public system stays under the modality of free access. Nevertheless, the socioeconomic composition of the students of public universities shows overrepresentation of the higher income quintiles. This means that the policies of free access to the public universities have been better taken advantage of by the population with major resources. However, the ideology of free access remains in the social imaginary as the representative of progress policies. In this chapter, we set out, first of all, to describe the admission system to the universities in Argentina. Second, we analyze the relationship between unrestricted access and equity. Finally, we will raise the necessity to design policies of affirmative action, for the case of Argentina and more likely in other countries of Latin America, that consider the asymmetries in the distribution of the wealth on the questions of race and gender.

This chapter explores two comparative longitudinal cases studies involving policy entrepreneurs inside and outside government in Taiwan. From 2003 to 2007, the Ministry of Education (MOE) in Taiwan played the conventional role of policy entrepreneur to initiate the “University Corporation Project.” Through this project, the MOE sought to transform all national universities in Taiwan into independent entities, gaining them more autonomy and increasing their accountability as well. From 2008 to 2014, as a policy entrepreneur outside the government, National Cheng Kung University (NCKU) took the lead and proposed the “University Autonomous Governance Project.” This project sought an alternative solution based on public universities’ needs to improve university autonomy and accountability.

The method undertaken in this study includes document analysis and participants’ observation. First, both policy entrepreneurs adopted the strategy of power sharing, but the effectiveness of the strategy is determined by the interaction between policy entrepreneurs and stakeholders. Moreover, facing a multiple-principals condition in both cases, both policy entrepreneurs should negotiated with or compete with other potential agenda competitors. Those findings will be a detailed roadmap for policy makers in East Asia once they plan to initiate policy entrepreneurship in their countries.

This study aims to shape the future of academic air travel practices by identifying the challenges between existing air travel-related policies and practicing responsible air travel.

With increasing concern over global warming, many institutions have implemented sustainability programmes to tackle carbon emissions and create sustainable practices. COVID-19 has resulted in many universities seizing the opportunity to maintain reduced levels of academic air travel emissions. However, the outdated travel-related policies have caused much scope for tension arising from the policy gap between pre-COVID university travel policies and academics' intentions to reduce their air travel emissions. This study interviewed academics at the University of Otago (New Zealand) to elicit detailed narratives of their perceptions of the university’s air travel-related policies, generating co-created and mutually informative insights.

The present programme of in-depth interviews with academic staff revealed that while most staff accept the need to reduce air travel emissions, they face challenges concerning career advancement, equity and equality issues. Universities will need to evolve their travel-related policies to address these challenges, enabling academics to adopt new practices that do not unreasonably disadvantage themselves, their disciplines or their institutions.

The findings contribute to the literature by highlighting the institutional policy challenges to responsible academic air travel and the need for the current policy gap to be resolved. The authors propose directions for a responsible academic air travel future that will require both top-down and bottom-up approaches involving academics and institutions.

Plagiarism has been on the rise, mainly because of increased access to the internet and digital sources. To combat the threat of plagiarism, various universities have implemented countermeasures such as capacity building, anti-plagiarism policies and the purchase of anti-plagiarism software. In Kenya, there appears to be a lack of cohesion among universities in combating plagiarism, a situation that threatens teaching, learning and research if not addressed adequately. This paper aims to review and identify anti-plagiarism practices in Kenyan universities; it further proposed various best practices and policy actions that ought to be adopted to win the fight and the misperception of plagiarism.

This study adopted a mixed-method approach by surveying the librarians and interviewing the graduate school directors or deans to establish the strength and challenges in implementing plagiarism measures in the universities in Kenya. Before collecting data, the researcher checked the reliability of the tools by pretesting and readjusting the tools based on input from the participants.

This study established that most universities in Kenya appreciate the fact that plagiarism negatively affects the quality of teaching, learning and research. However, despite the fact that there is goodwill in the effort to combat plagiarism, there were no unified mechanisms, strategies and implementation policies in solving plagiarism issues among universities in Kenya. Different universities have adopted different strategies in terms of policy, software and capacity. Further, it was noted that the well-established/funded universities had clear stipulated mechanisms as opposed to the ill-funded universities with limited funding and budget.

This research provides an opportunity for universities to make an informed choice about the policies, required capacity and software to tackle plagiarism. The findings from the study will be used to improve the quality of academic writing and standardize procedures on plagiarism by proposing policy actions needed to maximize the benefits of the investments in this venture. This study recommends a collaborations approach among universities in the fight against plagiarism. Because the Kenya Library and Information Services Consortium already supports many university cooperation, they ought to take the initiative in formulating policy, choosing the appropriate software to use and developing the necessary ability in the battle against plagiarism.

To the best of the authors’ knowledge, this study is the first effort to evaluate the anti-plagiarism strategies being applied in different universities in Kenya. This study demonstrates the gaps and variations in university strategies in combating academic plagiarism. The findings can be applied to improve academic communication and indeed the quality of research output at other universities in Kenya and beyond.