جستجوی مقالات مرتبط با کلیدواژه « higher education policy » در نشریات گروه « علوم تربیتی »

The marketization of higher education is a set of structures, procedures, and practices that make the university system more and more subject to the requirements of the market. In this article, in the beginning, we tried to describe the dimensions of this marketization and show at what levels it operates. An important level of marketization practices includes theoretical and academic justifications, which we mentioned as market-oriented approaches. In this article, we classified these theoretical practices to justify marketization in Iranian universities in the framework of several specific approaches: 1) indigenous Islamism, 2) Radical market orientation, 3) Developmental market orientation, and 4) Expedients market orientation. We traced these approaches in the works of leading academic figures and showed that although the place of the first three approaches is in the university, in a part of the fourth approach there is a mediator through which these academic approaches reach the structure of administrative institution (government) and legislating institution (Parliament) has an effect. This mediator has been filled by those whom we mentioned as "bureaucratic Agents". We tried to explain the effect of this mediator through the review of some policy-making texts. In this article, we have used documentary and meta-analysis methods. We have tried to show to what extent market-oriented approaches are rooted and widespread among expert opinions, academic research and analysis, and common beliefs and opinions in Iranian universities.

The role and position of the university institution in the economic, social, cultural, and political fields is the attention and emphasis of all relevant experts. Much experimental and research evidence also confirms this fact. However, it seems that this important institution in Iran is facing many problems. In this article, one of the main cognitive or intellectual factors of the existing problems of higher education in Iran has been explained and conceptualized. This problem shows the neglect of the nature, concept, and central theme of the process of human education in Iranian universities and reducing it to an ideological and government-oriented process, as a result of which the needs and interests of students as well as social expectations from the university (at the local, regional and national levels) has been neglected. This article is an initial attempt to pay the attention of the country's higher education policymakers and planners to a deeper understanding of educational and training processes and to provide its various contexts, requirements, and requirements in academic environments. The findings of this descriptive and analytical study showed that education in the university centers of the country has become a process that has little effect on students due to various reasons, especially the adoption of quantity-oriented policies and neglect of the qualitative aspects of education. In other words, the education process in practice has not been able to in its original meaning, i.e. all-round growth and perfection, free, conscious, and critical understanding and acceptance of concepts and values and their application in the individual and social behavior of students, As a result, this education unable to fulfill his personal and social expectations.

The authors of this study seek to make a comparative assessment of macro-higher education policies in six countries.

This qualitative research has been done using George Brady’s comparative study method. Based on this, six countries (the Netherlands, France, Malaysia, Singapore, South Africa, and Saudi Arabia) were chosen through a judicative method by Pundits according to the long-term study plan of forty countries at this stage. Taking notes from international documents, reports, articles, and all available documents was the means of gathering data for this research. The stages of this research are divided into four sections: description, interpretation, juxtaposition, and comparison.

policies in the Netherlands is the intertwining of quality assurance policies with internationalization. In France, emphasis is placed on policies to attract international students, especially from developing countries. In Singapore, the establishment of a world-class university is emphasized. In Malaysia, innovation in the financial system of universities is becoming a hub for regional higher education. In South Africa, equality, accessibility, and justice are highlighted, and in Saudi Arabia, corporate governance of higher education is focused on. The common points of macro-policies focused more on participatory governance, increasing university independence, university financial development, and performance-based allocation, adapting the higher education system to the labor market, and increasing academic research funding.

In examining the macro-policies of the target countries, an intelligent combination of attention to national needs and in line with global trends was observed. In the last two years, due to the Covid-19 crisis turns towards digitalization of e-learning education, as well as the importance of providing financial resources and special financial aid to students are prominent. This flexibility, intelligence, and acceptance of change must also be at the forefront of Iran's higher education policy-making system.

In the era of knowledge, communities should be developed based on knowledge-based educational systems. In order to achieve the knowledge-based development, it is necessary to cross the path of higher education. It imposes a requirement for a widespread wave of universities and higher education institutions on the agenda of different countries, but at the same time as globalization and the increasing importance of “world-class universities”, the balance of quantitative and qualitative development has been a fundamental challenge, especially in the higher education sector of developing countries. Accordingly, in this paper, the evaluation of the quantitative and qualitative performance of a number of Iranian universities, classified based on the “logistics plan of Iran higher education”, has been investigated in terms of inputs by using the documentary studies. Six main criteria consisting of two quantitative criteria and four qualitative ones have been selected and the changes in these criteria has been analyzed during the period of recent fifty years. The results show that the trend of changes in the quantitative criteria has been improved almost for all the selected universities, although there were some fluctuations. Also the trend of qualitative criteria in the first and third decade after Islamic revolution has been progressed. In the second decade after revolution, due to the special circumstances in the country, almost all criteria have fallen seriously.

One of the most important components in the university teaching-learning context is the relationship between teacher and student. The formation of scientific groups is a new action that is running by the National Elite Foundation. In this time, one of the most important issues of the National Elite Foundation is the recognition of administrative requirements for the Strengthen and expansion of the scientific group in universities. This research seeks to discover the important factors influencing the leadership of the scientific groups of National Elite Foundation, so that it can manage and lead these scientific groups more effectively and efficiently. This research is a general qualitative research with a qualitative and exploratory approach. In this study, according to the purpose of the research a multi-case study strategy is used. In order to analyze the data, thematic analysis is used through the MAXQDA software. Cases in this research are scientific groups sponsored by National Elite Foundation. Data and information were collected through interviewing, holding focus group meetings, scientific experiments at universities of the world, and reports from groups.  After data analysis, 547 primary concepts were extracted. Studying the themes repeatedly, they were modified that resulted in the network thematic consisted of 122 basic themes, 16 organized theme and 4 global themes. The areas of scientific group activities organization and internal administration of scientific group, governance system of scientific group and results and impact of scientific group were four global themes, which organized themes and basic themes and were placed there.

Malaysia higher education went through the stage of establishing the first institutions before 1957 when Malaysia gained its independence, and afterward, it has passed through four stages of development.The present study aims to illustrate both qualitative and quantitative aspects of higher education developments in Malaysia as one of Iran’s serious competitors in Asia. In the qualitative developments section, the research method is documentary study, and in other sections, the research method is statistical evaluation.The findings show that Malaysia has gained significant achievements especially in developing access capacities and creating equal opportunities through developing two programs named 2010 and 2020.This country, projecting an independent structure named “the Management Department of Private Higher Education” in the Ministry of Science, has a great tendency to develop private universities and attract foreign students. Five major policies regarding Malaysia higher education are increasing academic autonomy, quality promotion, and increase in attracting foreign students, reconstructing teacher training and restructuring student admissions.Concerning the quantitative components section, we distinguish an increase in capacities and considerable progress in most areas. However, this development was accompanied by some harms and challenges such as the inequality in the ratio of professors to students and quality assurance issues.