The articles are reviewed by professors in higher education research and development and graded 2.0 and better.
(1.0 = very good; 2.0 = good)
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1. Factor Analysis on the Characteristics of Occupation
by Bhina Patria
This article is basically ripped off from Field’s Discovering Statistics Using SPSS for Windows with some minor subjective interpretation from me. So if you have access to the book just read it instead of this article. It is really a good book for you who want to learn SPSS and statistics. Highly recommended book!
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2. Gender and Income
by Bhina Patria
The purpose of this study is to investigate whether income difference between male and female graduates still exist after controlling variables that contributing to income difference. Those variables are types of work, working hours and field of study. The European graduates’ data from CHEERS project is utilized in this study. From 2000 respondents in CHEERS dataset, 50.1% are female and 49.8% are male. After controlling the hypothesized influences, the result of t-test analysis showed that there is still income difference between female and male graduates. Female graduate annually earn 17% - 20% less income than their male colleagues.
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3. Theories of the Causes of Higher Education Systems and Higher Education System Changes
by Christian Noumi I
Higher education as a field of study is a relatively new concept. Moreover it doesn’t encompass a specific body of knowledge but rather can be considered as a multidisciplinary subject. The disciplines contributing to higher education research include, among others, educational sciences, psychology, sociology, economics, political science, history or law. Depending on the interest and perspective of studies, emphasis can be put on specific approaches: educational with educational sciences and psychology as leading disciplines, management approach relies on business studies, economics and public administration. A third approach consists in addressing higher education research in social science perspective with the help of disciplines such as sociology, political sciences, social history and history among others. Such a broad range of subjects involved provides opportunities for a broad set of theories in the field of higher education research. One of those theories concerns the reasons behind higher education system and their subsequent changes in time. In other words what are the major theoretical approaches contributing to the explanation of higher education systems and their dynamics? It should be noted here that many authors deal with these development based on empirical analysis of specific countries and from that provide theories based on these findings (Fairweather, 2000; Scott, 2007).
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4. How to write Reference List according to APA style (1)
by Bhina Patria
Sometimes writing reference list could be so confusing since there are a lot of different rules. Each university or even each faculty use different rule in writing reference list. The different rule of writing reference list is normal because they refer to different style guide. There are a lot of styles guide available. MLA (Modern Language Association of America) style; the Chicago Manual of Style; the Oxford Guide to Style are some examples of style guide. Difference reference of style guides chosen will result in totally different way of writing reference list. The most widely accepted style guides in social science is the APA (American Psychological Association) style. In some higher education journal (e.g. Journal of Studies in International Education, Higher Education) it is stated clearly that author must submit their paper according to APA style. This article will excerpt some most-used list of reference according to APA style (APA Publication Manual 5th Edition).
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5. The Effects of the Bologna Process on the European Higher Education Systems
by Carmen Muresan
An analysis regarding the status of the degree structure implementation in the higher education systems from Romania and Germany
Starting with the analysis of the Bologna Process’ necessity, as an European reform system, and taking into account the opportunities and needs of the involved countries, the study wants to overhear the different implementation strategies of the new study cycle system in an Eastern European and a Western European country, as well as the extent to which the Bologna principles are implemented rather by heart or by word.
Based on the official declaration and communiqués of the European ministers of education, the country reports, stocktaking reports, country laws, statistics and other articles on this topic, a study of related literature has been done. At the beginning the author wants to create an image about the two higher education systems included in the study, then to shortly present the action lines of the Bologna Process, accentuating the one regarding the cycle system, in order to create the basis for the last part of the study, a comprehensive analysis of the cycle system implementation in Romania and Germany.
The results of the study showed that the different strategies didn’t lead to a faster implementation or a more accurate one, but to a slowly and conscientious process. The different approaches had a positive effect upon the implementation time, and the lack of information of the involved actors is a common problem in both countries.
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6. Report of the Evaluation Committee: Module 4.1
by Ernst Fritz
The aim of this essay is to provide a detailed report about the work of the evaluation committee in Module 4.1 ‘Curriculum Development, Course Design, Higher Education Didactics, Evaluation of Teaching’, which took place in the week between 7th to 11th of May 2007.
The formation of an evaluation committee was based on a proposal of the professors responsible for the module, Professor Barbara M. Kehm and Professor Matthias Wesseler. The committee was defined as a ‘task force’ which should support the quality of Module 4.1. Its precise task was to monitor the teaching and learning process, and contribute to enhance its quality wherever possible. The project was considered to be a practical exercise on quality assurance for the students, who voluntarily agreed to conduct the evaluation. Not only should the members of the committee define their own ‘external’ evaluation approach, but also focus on their own procedures, materials and outputs, and share their experiences and insights with the whole group. The original members were Shengyin Chen, Christian Noumi, Zarko Dragsic, and myself. This team started the evaluation exercise, and gave first insights in the workflow and provisional reflections of the committee in two short presentations during the module week. Due to internal problems in the group, the composition of the evaluation team slightly changed after that; and in the end, the final presenters of the evaluation findings, outcomes and recommendations on Friday the 11th of May 2007 were Carla Ramirez, Yuanyuan Yu, Christian Noumi, Zarko Dragsic and myself.
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7. Massification of Higher Education in Hong Kong
by Queenie Lam
Hong Kong, a former colony of Britain, and since 1997, one of the Special Administrative Regions (SAR) of China, has retained its autonomy in education as laid down in its mini-constitution the Basic Law. According to Article 5 of the Basic Law, “the previous capitalist system and way of life shall remain unchanged for 50 years” after the Handover of Hong Kong from Britain to China. Nevertheless, a series of reforms in Hong Kong’s education systems were embarked to introduce national education in line with the change of sovereignty and to increase the territory’s competitiveness in face of challenges brought by a globalized economy. Such measures have been the major concerns in reforming the primary and secondary education sectors, whereas enhancement of competitiveness is central to the reforms in the higher education sector. In order to position Hong Kong as an “education hub” and upgrade the human capital of the city in anticipation of a knowledge economy, the Hong Kong SAR Government and the higher education institutions have formulated progressive initiatives to create “world-class universities” while widening the access for higher education. Unlike reforms in primary and secondary sectors, most reforms in the higher education sector have received far less coverage by the media and thus gone unnoticed by the community-at-large although “competitiveness” is a well-received concept underlying the success of Hong Kong. With a closer look, we will, however, discover that continuous reforms at system level have been introduced in Hong Kong’s higher education sector. Among them are reforms to massify higher education, enhance quality assurance, diversify funding sources and internationalization. This paper aims at highlighting the reforms in massification and quality assurance and discusses some of the major concerns arising from the reforms.
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8. European Association of Institutional Research
by Claudia Müller
EAIR is the acronym for European Association for Institutional Research. According to their constitution EAIR is an association for professionals in the area of higher education management and for academics doing research in this area. The constitution states that “the name of the Association is EAIR – The European Higher Education Society” and claims that it is the only association of this kind (CONSTITUTION OF EAIR). EAIR is an association of individuals.
EAIR’s objectives are 1) to encourage research in the field of higher education in Europe, 2) to support the interaction between higher education research, policy and practice, 3) to promote the development of institutional management, planning and policy implementation, 4) to disseminate information on good practice in higher education and finally 5) to cooperate and exchange information with related organizations (CONSTITUTION OF EAIR).
Teichler summarizes these functions and points out that EAIR’s exclusively function is to strengthen the interaction between researchers, policy makers and practitioners (TEICHLER, 2003). For that purpose of networking EAIR offers networking to its members via various means, such as an annual conference, called “forum”, a newsletter, the journal TEAM – Tertiary Education and Management and an on-line directory with contact details about all members, only to name a few.
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9. Higher Education as a Catalyst in Attaining Millennium Development Goals in Kenya
by Robert Owino Odera
In September 2000, building upon a decade of major United Nations conferences and summits, world leaders came together at United Nations Headquarters in New York to adopt the United Nations Millennium Declaration, committing their nations to a new global partnership to reduce extreme poverty and setting out a series of time-bound targets - with a deadline of 2015 - that have become known as the Millennium Development Goals. (United Nations, 2008b) The rationale behind the initiative was that ultimately the effects of underdevelopment of one country or a part of the world would directly or indirectly affect even the most developed or more cautious countries. The initiative has a multisectoral implementation strategy and structure executed at different levels.
While it may be of interest to explore the various themes or goals in broader terms, this paper seeks to address the effect of the attainment or lack thereof of the goals on research in higher education and inversely the significance of higher education to the attainment of the goals. The paper will concentrate on two of the goals that are important to its conclusion. The first is the goal to attain primary education for all pupils by 2015. In order to make comparison of the current position and the possibility of attainment, we look at the case of Kenya, the ongoing initiatives, challenges and resultant implication to the quality of research in higher education. The Second key goal of interest is poverty reduction through global partnership. Poverty seems to be found as a reason for most of the challenges the MDG,s are trying to address, they seem to be manifestations of poverty.
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10. Structural Developments of Higher Education in Cyprus
by Anastasia Kanari
Until a few decades ago there was not a system of Higher Education at University level so therefore a large amount of Cypriot students were forced to study abroad because of the lack of appropriate study facilities in their home country. Nowadays the Cyprus Higher Educational System is developing and expanding and affords more opportunities to Cypriots to study in their home country, while also attracting students from all over the world. As a formal member state of the European Union, Cyprus has the potential to become a central bridge of knowledge between Europe, Asia and Africa.
In this paper the author will attempt to describe briefly the Political and Social Background in Cyprus that influences the Higher Education System in various ways. Starting with a historical overview of Cyprus Tertiary Education and its structural developments over the years, a description of the present Higher Education System is offered. Finally, there will be some discussions on the ongoing and anticipated future Structural Developments in the Cyprus Higher Education System.
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11. Analysis of the development of the international organisation: Consortium of Higher Education Researchers
by Liana Karagasheva
This paper is devoted to the organization named Consortium of Higher Education Researches (CHER) that rallied researchers from different countries to build a firm bridge for collaboration in the field of higher education research.
“The main aim of my paper is to attract readers’ attention to this organization, especially young researchers and students from developing countries, who with the help of CHER can develop their perspectives regarding research on higher education. Also, these people could gain new ideas for developing their higher education systems not only on the national level, but also engage in international cooperation in this field by participating in various activities organized by CHER like annual conferences and additional training courses for researches.”
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12. Affirmative Action in United States Higher Education: Moving Forward or Falling Back?
by Amanda W. Schimunek
This paper presents a review and discussion of affirmative action in the United States. It begins with a brief history by introducing relevant legislation and moves into a discussion of the changing dynamics of affirmative action from the initial enthusiasm (and the initial resistance) of the 1960s and 1970s to the “backlash” of the 1990s to the rather ambiguous undercurrents of the first few years of the new millennium. The main focus of the discussion is the consequences of affirmative action and an assessment of the positive and negative implications of those consequences.
The perceived effects of affirmative action on women in United States higher education are varied and difficult to clearly identify; more research is needed to clarify the link between university affirmative action policies and women on campus. Specific examples of the impact of affirmative action on individual universities are also included to add depth and detail to the more general discussion.
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13. Ethics of Indigenous Health Research.
An examination of codes of ethics governing indigenous health research in Australia and New Zealand.
by Amy Ewen
The subject of ethics in research is a broad and complex topic and the codes that govern research are equally broad and complex. Codes of conduct and ethics can address various aspects of research depending on the body that develops the code. There are international and national codes of ethics for research, institutional codes, and codes for specific disciplines. Additionally, there are codes of ethics that govern specific types of research, for example, research that involves testing on human subjects.
This paper will focus on the guidelines developed by the nations of Australia and New Zealand for the research involving their indigenous populations, the Aborigines and Torres Strait Islanders of Australia, and the Maoris of New Zealand. It should be mentioned that in the discussion of indigenous research in general, examples are taken from other indigenous groups apart from Aborigines, Torres Strait Islanders and Maoris.
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14. The Quest for Inclusive Higher Education in Kenya: A Vivisection of Concerns, Policies and Reform Initiatives
by Sarah Ooro
Inclusivity in this paper refers to the initiation of reform strategies that will ensure higher education is not entirely the preserve of the wealthy. Privatisation strategies through the parallel degree programmes offered in the public universities and/or in private universities have favoured those who are financially endowed. The creation of a multiplicity of financial avenues (in form of loans or grants) especially by the private sector that are accessible to qualified financially disadvantaged students who wish to pursue their studies in private universities or parallel programmes should be encouraged. The Government should device mechanisms of ensuring that it not only monitors but also facilitates the creation of mechanisms that ensure the sustainability of these funds. This is not a quest for a utopian higher education system; rather it is the pursuit of the creation of clear, solid legislative structures supported by political goodwill that will facilitate a competitive education system.
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15. The effects of non-formal education on professional success. An analysis of student NGOs
by Carmen Muresan
This study investigates the implication of non-formal education on professional success. Specifically voluntary activities within the universities constitute the object of investigation. A special focus will be put on competencies acquired in student NGOs. Whether professional success depends on extra-curricular activities and to what extent this occurs will be part of the study as well.
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