The Growth of Private Higher Education in Brazil: Implications for Equity and Quality

There has been a dramatic growth in private higher education in Brazil in recent years. The World Bank has promoted this expansion on the basis of the private providers’ ability to ensure a rapid increase in enrolment, to improve quality through competition between institutions and to bring benefits for society at little public cost. However, the charging of fees means that the majority of Brazilians do not have access, and that inequalities are reproduced due to the relation between course costs and the value of the final diploma. Equitable access is, therefore, far from being achieved and is unlikely even with an increase in student loans and government subsidies. The contribution of private universities to the long-term development of society is seen to be limited, due to lack of investment in research and academic staff

Stimulating innovation in Russia: the role of institutions and policies

This paper examines the potential role of innovation policy in enhancing long-term productivity growth in Russia. It begins by exploring the role of framework conditions for business in encouraging innovative activities, particularly with respect to intellectual property rights and competition. Realising Russia’s innovation potential will also require reform of the large public science sector. This raises issues pertaining to the organisation and financing of public research bodies and, in particular, to the incentives and opportunities they face in commercialising the results of their research. Finally, the paper looks at the potential role of direct interventions, such as special economic zones and technoparks, as well as the scope for improving the tax regime for private-sector R&D

Managerialism and the neoliberal university: Prospects for new forms of "open management" in higher education

The restructuring of state education systems in many OECD countries during the last two decades has involved a significant shift away from an emphasis on administration and policy to an emphasis on management. The "new managerialism" has drawn theoretically, on the one hand, on the model of corporate managerialism and private sector management styles, and, on public choice theory and new institutional economics (NIE), most notably, agency theory and transaction cost analysis, on the other. A specific constellation of these theories is sometimes called "New Public Management," which has been very influential in the United Kingdom, Australia, Canada and New Zealand. These theories and models have been used both as the legitimation for policies that redesigning state educational bureaucracies, educational institutions and even the public policy process. Most importantly, there has been a decentralization of management control away from the center to the individual institution through a "new contractualism" - often referred to as the "doctrine of self-management" - coupled with new accountability and competitive funding regimes. This shift has often been accompanied by a disaggregation of large state bureaucracies into autonomous agencies, a clarification of organizational objectives, and a separation between policy advice and policy implementation functions, together with a privatization of service and support functions through "contracting out". The "new managerialism" has also involved a shift from input controls to quantifiable output measures and performance targets, along with an emphasis on short-term performance contracts, especially for CEOs and senior managers. In the interests of so-called "productive efficiency," the provision of educational serviceshas been made contestable; and, in the interests of so-called allocative efficiency state education has been progressively marketized and privatized. In this paper I analyze the main underlying elements of this theoretical development that led to the establishment of the neoliberal university in the 1980s and 1990s before entertaining and reviewing claims that new public management is dead. At the end of the paper I focus on proposals for new forms of "the public" in higher education as a means of promoting "radical openness" consonant with the development of Web 2.0 technologies and new research infrastructures in the global knowledge economy

Disruptive innovation and the higher education ‘eco-system’ post-2012

Disruptive innovations in business sectors are arguably triggered by the arrival of new competitors who disturb, or punctuate, an existing equilibrium. They can be aided by changes to a wider context. The eco-system of professional services has seen major disruptions over the last 10 or 15 years. We extend our review of managerial lessons from a previous essay to present speculative scenarios of pending disruptions in higher education. We present a strategic map of the sector which hints at disruption and differentiation as an ongoing process, albeit with a large, undifferentiated middle. We write not to predict but to, hopefully, provoke thought. The challenges posed by the potential disruptors will, we argue, require many institutions to respond in new and innovative ways. Innovation in higher education which spread well beyond traditional research, knowledge transfer and the curriculum interpretations will be required to a much greater extent than in the past