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Trends in Higher Education
Special Issues
Higher Education Systems
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Higher Education Systems

A special issue of Trends in Higher Education (ISSN 2813-4346).

Deadline for manuscript submissions: 7 May 2024 | Viewed by 2018

Special Issue Editor

Prof. Dr. Colin McCaig

E-Mail Website
Guest Editor
Centre for Development and Research in Education, Sheffield Hallam University, Arundel Building, City Campus, Sheffield S1 1WB, UK
Interests: higher education policy; political economy; widening participation; marketisation; inequalities of access to higher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Higher education systems are critical to our understanding of wider government strategies in relation to the state and its capabilities for action in the face of market forces. Systems are defined as the relationship between states and HE providers that operate within their jurisdictions. How have systems evolved and to what extent do they reflect the geopolitical realities that states have to operate in? In this Special Issue, original research articles and reviews are welcome. Research areas may include (but not limited to) the following:

  • System analysis—comparisons (two or more states), changes over time within one system;
  • Aspects of systems—systems of organisation for access, quality, financing, degrees of autonomy and regulatory relations between state and institutions;
  • Organisational principles of HE market—economics of higher education, quasi-markets, neoliberal HE systems, the balance of private and public providers, role of voluntary and charitable institutions;
  • Theoretical discussions around ways of analysing system relationships for institutions—resource dependency, performance-based funding regimes, principal-agent theory.

We look forward to receiving your contributions.

Prof. Dr. Colin McCaig
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Trends in Higher Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • markets
  • regulation
  • human capital
  • neoliberal approaches
  • organisational sociology

Published Papers (1 paper)

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15 pages, 529 KiB  
Concept Paper
Research Impact Education: A Systems Perspective on Two Competing Views of Higher Education
by Rene Brauer
Trends High. Educ. 2023, 2(2), 374-388; https://doi.org/10.3390/higheredu2020022 - 06 Jun 2023
Viewed by 1531
Abstract
(1) Background: This conceptual paper departs from the background of how Higher Education represents a critical component of the continuation of Western civilisation and culture. Specifically, the paper addresses the knowledge gap of what an emphasis on the outcome/impact does to pedagogy at [...] Read more.
(1) Background: This conceptual paper departs from the background of how Higher Education represents a critical component of the continuation of Western civilisation and culture. Specifically, the paper addresses the knowledge gap of what an emphasis on the outcome/impact does to pedagogy at Western universities. (2) Methods: Methodologically the paper subdivides the educational process into four discrete phases as to reflect upon whom and on what premises the pedagogy happens (teaching, research, funding, and curriculum formation). (3) Research findings: The presented argument suggests that universities can focus on educating students for its own sake or as means to an end. The current impact agenda prioritizes achieving specific goals at the expense of exploratory research, leading to a different definition of research success. This could result in only end-goal-focused individuals being successful and the curriculum being changed to align with their impact ambitions, the unintended consequence being that Higher Education stops being a genuine mechanism for education and instead becomes inadvertent indoctrination. (4) Conclusions: Only by having student benefit as the primary focus of pedagogy (process view) can the inter-generational feedback loop be safeguarded, regardless of how noble other sentiments may appear to be for related practical purposes (end-product view). Full article
(This article belongs to the Special Issue Higher Education Systems)
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