QSIU HE Digest – Traditional University Revenue Sources Questioned
- Funding: University Revenue Sources
- India:Study Abroad Trends
- US:Credit for MOOCs in California
- UK:Universities to Go to Schools
HE News Brief 31.12.2012
- Haiti:Role of the University in Emergency Situations
- Australia: Private Colleges Growth Stall in Australia
- UK/US Crtique of Ivy League Admission Policy
- Employability: Skill Gap is Real and Global
After January 12, 2010, Quisqueya University in quake ruined Haiti discovered that it has been missing the point. Educating students who do not know their country and its needs, who have learned to ignore any solidarity with the poor is not the task. We need to help our young researchers escape the stress of “publish or perish” that force them to publish to continue to feed a worldwide scientific literature abundant in generalities but irrelevant for the needs of our planet and for our communities. We are empowering our students by creating a structure for active community participation as a part of life at the university. We try to transform the university into a “militant” institution that is involved in the collective effort of national development. Our teachers are becoming aware, little by little, that if we are to continue to teach biology and soil mechanics for students to prepare them to
emigrate to Canada, then we cease our reason to exist. In a sense, this new mindset is already a radical transformation in my eyes, and a good seed for real change in the future.
Private higher education has hit the wall in Australia, with its once-meteoric growth stalling.Student numbers increased just 0.3 per cent this year and fell 1.8 per cent in equivalent full-time terms, according to data from the federal Department of Innovation.This compared with average annual growth of about 7 per cent over the past two years, and about 40 per cent between 2007 and 2009.Private colleges’ international enrolments, which had seen annual rises of between 25 and 30 per cent during the boom years of 2007 to 2009, fell 10 per cent this year.Domestic growth stagnated, continuing a trend that began with the commonwealth’s 2009 announcement of the demand-driven higher education system.The new system allows public universities to enrol as many undergraduates as they can attract. But teaching funds are unavailable to most private providers or technical education providers, forcing them to rely on full-fee enrolments in an environment where publicly subsidized university places are more available than ever.
Wealthy donors to Ivy League universities can “buy a place” for their offspring, and admissions policies at elite U.S. universities are far less meritocratic than anything that would be accepted in Britain, the universities and science minister has argued.David Willetts made the comments in a debate with Lord Rees of Ludlow, the astronomer
royal, about the future of British higher education. He said that large donations to prestigious private universities in the United States meant that favours were returned in terms of the admission of donors’ children. “You can buy a place for your child, although obviously your child has to meet a pretty high minimum standard,” Willetts said. “To escape the constraints of state funding, [the Ivy League universities] have to make other sacrifices so as to achieve alternative sources of income and they’ll trade off some choice [over admissions] in return for securing a stream of income,” he added. Top U.S. universities also admit students based on ethnicity and sporting prowess, he added. Such policies go “way beyond anything the [UK] media would regard as acceptable,” in terms of shaping admissions using
nonacademic criteria, Willetts said.
A new study by McKinsey that shows that only 42% of employers believe new graduates in the workforce are adequately prepared by their colleges or other pre-employment training programs.Recent graduates know they’re ill trained: The same study finds that 45% of youth think they’re prepared for their jobs.Schools and training centers, however, have a much rosier view.The perception gap is global. Farrell and her team surveyed people in nine countries (and looked at programs in 25 nations) and found huge differences between how employers and schools view graduates’ skills. The chasm was biggest in Germany, where 83% of educators think students are prepared and only 43% of employers are happy with the quality of incoming young hires.Farrell notes that colleges and universities tout the successes of their incoming students–test scores, academic achievement, acceptance rates, and the like–but rarely spend the same amount of energy sharing data about job placement and success rates of graduates. where, she asks, is the ranking of colleges (a la the US News & World Report Best Colleges lists) based on outcomes? “We think focusing on what’s happening to kids on the way out is a big opportunity.”
HE News Brief 17.12.2012
- US: Stanford redesigns humanities Ph.D
- UK: universities in online launch
- Gender gap: Why do women in science publish less than men?
- China: Quick route to enhance international student number ?
- Africa: Ranking of African Universities
Complaints about doctoral education in the humanities — it takes too long, it’s not leading to jobs, it’s disjointed — are rampant. So too are periodic calls for radical reform.
But Stanford University is encouraging its humanities departments to redesign humanities doctoral programs so that students could finish in five years (down from the current average of seven at the university and much longer elsewhere), and so that the programs prepare students for careers in and out of academe. While the university is not forcing departments to change, it last week gave all humanities departments a request for proposals that offered a trade: departments that give concrete plans to cut time to degree and change the curriculum will be eligible for extra support — in particular for year-round support for doctoral students (who currently aren’t assured of summer support throughout their time as grad students). The plans would need to be measurable, and the support would disappear if plans aren’t executed.
A partnership of UK universities is launching an online project, challenging US universities that have dominated this emerging market.They will aim to give the public access to higher education courses via computers, tablets or smartphones.The partnership will include the Open University, King’s College London, Bristol, Exeter, Warwick, East Anglia, Leeds, Lancaster, Southampton, Cardiff, Birmingham and St Andrews.Courses will be offered from next year.This could “revolutionise conventional models of formal education”, says Universities Minister David Willetts.The project will represent the biggest UK response to rapidly growing online universities – with these universities planning to offer courses through a shared online platform.
Even as women have narrowed or closed gaps in earning Ph.D.s in many science disciplines, their numbers have remained relatively small at the senior faculty ranks. A range of theories have been offered to explain these lingering gaps. Some see continued sexism as the culprit. Others say that women may be opting out of the demands of winning tenure in the sciences — and still others say that women publish less than do men.A study published Wednesday in PLOS ONE confirms that women in a series of scientific disciplines publish less, on average, than do men. But the study went further, and looked for trends within the disciplines — and the authors argue that their findings suggest that women may be publishing less than men because departments are not providing them with the same resources.
A scheme to allow Hong Kong students to attend universities in mainland China without taking part in the competitive national entrance examination, the gaokao, is to be extended to more Chinese institutions despite criticisms that their degrees are not recognised for many jobs in Hong Kong’s public sector. Almost 1,000 Hong Kong students were able to attend any of 63 universities in mainland China this year under a scheme announced in August 2011 during a visit to Hong Kong by China’s Vice-premier Li Keqiang as part of his ‘basket of gifts’ to boost ties between Beijing and Hong Kong. The scheme will now be expanded to a total of 70 mainland institutions, after China’s Ministry of Education this week announced that seven prestigious universities – including Tsinghua, Remin, Nanjing, Zhejiang, Xi’an Jiaotong and Shanghai Jiaotong – would be allowed to recruit a proportion of their students independently of the gaokao.
While students from across the continent continue to move abroad to study at leading learning institutions in the U.S. and Europe, Africa boasts its own league of great universities. Presented below is Part I of Africa.com’s Top 10 Universities in Africa excluding South Africa. The Egyptian universities occupy the top 3 spots. Part II of the study will feature the Top 10 Universities in South Africa, a country that is home to enough academic heavyweights to populate its own list.
HE News Brief 10.12.2012
- US: “downward mobility” in HE is pose major challenge
- UK: HEFCE analysis of strategically important and vulnerable subjects (SIVS)
- Africa: Open access to address the developmental challenges
- US:Tertiary education declining in value for money
An integral part of the American Dream is under threat – as “downward mobility” seems to be threatening the education system in the United States.The idea of going to college – and the expectation that the next generation will be better educated and more prosperous than its predecessor – has been hard-wired into the ambitions of the middle classes in the United States.But there are deep-seated worries about whether this upward mobility is going into reverse.Andreas Schleicher, special adviser on education at the Organisation for Economic Co-operation and Development (OECD), says the US is now the only major economy in the world where the younger generation is not going to be better educated than the older.
HEFCE came up with a 10 year analysis of the number of students at various levels of higher education in UK and also diced this data by subjects. This will help the understanding of strategically important and vulnerable subjects (SIVS) and to identify where a subject might be at risk.There has been a considerable improvement in the flow of graduates in 3 of the subjects since 2005 – maths, physics and chemistry – but through the next phase will also address the variable patterns in Engineering and Modern Foreign Languages (MFL). At UG level, growth in international numbers has continued in the last three years, and at 20 %, outpaced the growth in home student numbers, which increased by just 6%.In some areas of PG research (i.e., biosciences, and chemical engineering)
international numbers have fallen while home numbers have grown.
Africa still at the bottom of the United Nations Human Development Index and its research output still less than 1% of the global total. But what is also true is that Africans are doing something about it. Since October 2010, when Stellenbosch University became the first African higher education institution to sign the Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities, the number of signatories on the continent has grown to 28 – in just two years. The Berlin Declaration dates from 2003 and is regarded as a milestone of the open access movement.It promotes unrestricted access to scientific knowledge and cultural heritage, and more than 400 institutions worldwide have already signed it. The growth of open access on the continent signifies that Africa is ready to lead itself and its sciences deeper into the 21st century.Clearly, Africa has aspirations to grow its share in global knowledge production. And open access is an important tool for realising this aspiration. Knowledge production is important because it drives development, and open access accelerates that drive.
In worldwide rankings more than half of the top 100 universities, and eight of the top ten, are American. The scientific output of American institutions is unparalleled. They produce most of the world’s Nobel laureates and scientific papers. Moreover college graduates, on average, still earn far more and receive better benefits than those who do not have a degree.Nonetheless, there is growing anxiety in America about higher education. A degree has always been considered the key to a good job. But rising fees and increasing student debt, combined with shrinking financial and educational returns, are undermining at least the perception that university is a good investment.Concern springs from a number of things: steep rises in fees, increases in the levels of debt of both students and universities, and the declining quality of graduates.
HE News Brief 26.11.2012
- UK: First for-profit British university
- Saudi Arabia: Research chairs are suffering
- Singapore: Demise of an offshore campus
- UK: No-exam university courses fuel degree inflation
- Taiwan: NTU takes over the HEEACT ranking
HE News Brief 19.11.2012
The key HE news items for the week are :
- UNITED STATES: Goldman Sach’s Foray Into Highered
- UNITED KINGDOM: Council for the Defence of British Unis
- CHINA: Higher Education For Foreigners
- INDIA: 6 Levers to Enhance Quality in HE
HE News Brief 2.10.12
- UNITED STATES: Latest endowment figures published
- UNITED KINGDOM: Middle East donations to UK universities
- BULGARIA: New domestic rankings system
- SWEDEN: Quality assurance controversy
2012/13 World University Rankings: More students than ever studying abroad
One of the most notable trends in the 2012/13 QS World University Rankings is the massive increase in the number of international students in the world’s highest ranked universities. The total figure has increased by 10 percent at the top 100 universities. This is the biggest rise in the history of the rankings.
And it’s not just the top 100 either. On average, universities in the top 700 now play host to nearly 4% more international students. And when you consider that a record 72 countries are represented, you can really see that, quite simply, more students are studying in more countries.
The rankings can only cover a fraction of the world’s universities, however. For a fuller picture we can look at data released by the OECD (an international trade and research organization), which reveals that in 2010 4.1 million students were studying abroad. This is a rise of 0.4 million since 2009, and truly stunning increase of 99% since 2000. It is predicted that the figure could rise to seven million by 2020. Continue Reading
HE News Briefs 13.8.12
- BRAZIL: Affirmative action policies approved
- CHILE: Violent student protests demand changes
- USA: Community colleges piloting new employment software
- IVORY COAST: Fee hikes coinciding with opening of universities
- UK: English student applications see a 10% drop
HE News Brief 6.8.12
- CHINA: Foreign degrees have lost some cachet
- RUSSIA: The government’s announced closures and mergers
- AUSTRALIA: More musing on international students
- Brazil: Science without Borders find a new host for 130 students
-
Recent articles
