Growth and Diversification of Doctoral Education in the United Kingdom

The chapter analyses the growth in numbers of doctoral students and doctoral degrees awarded in the United Kingdom in recent years and develops two arguments related to this growth. First, doctoral education and training no longer serve almost exclusively the reproduction of the academic profession but provide a highly qualified workforce for the knowledge-intensive sectors of society. Second, due to the growth in the numbers, motives and purposes for obtaining a doctoral degree have diversified leading to the development of new routes towards a doctorate and an expansion in the types of doctoral degree. The United Kingdom is probably the European country with the highest degree of diversity in terms of doctoral degree types, and the most important ones are briefly described in the chapter. This second part will also include a brief discussion of nonacademic labour markets for doctoral degree holders. A third part of the chapter will look at the extended policy field into which doctoral education and training have increasingly been embedded in recent years. Given the fact that doctoral degree holders are a valuable resource (e.g. in human capital terms) for various economic sectors of the knowledge society, their education and training is no longer considered to be exclusively an academic affair. Instead, it is increasingly managed at institutional level and guided by policy processes at national and – at least in Europe – at supranational level. The fourth and final part of the chapter will discuss the question of the growing divergence or growing convergence in doctoral education and training. It is assumed that, despite the growing diversity of pathways and doctoral degree types, there is also some convergence at play – at least at the European level – in so far as quality assurance, definitions of skills and qualifications as well as procedures for the examination and award of degrees are increasingly subject to standards, rules and regulations defined by the European network of quality assurance agencies. It remains to be seen whether the exit of the United Kingdom from the European Union will have an impact on, or even reverse, this trend

In the Shadow of Celebrity? World-Class University Policies and Public Value in Higher Education

The growing popularity of the concept of world-class universities raises the question of whether investing in such universities is a worthwhile use of public resources. Does concentrating public resources on the most excellent universities improve the overall quality of a higher education system, especially if definitions of excellence and world-class are made by external ranking organizations? This paper addresses that question by developing a framework for weighing up trade-offs between institutional and system performance, focusing on the potential system-wide improvements which world-class university programmes (WCUPs) may bring. Because WCUPs are in a relatively early stage of their development, systemic effects are not yet clear. We therefore analyse the ex ante reasons that policy makers have for adopting WCUPs to see if they at least seek to create these systemic benefit

What Counts as ‘World Class’? : Global University Rankings and Shifts in Institutional Strategies

Global university rankings have emerged as a benchmark of institutional success, setting standards for higher education policymaking and institutional practices. Nevertheless, only a marginal share of higher education institutions (HEI) are in a realistic position to be ranked as a ‘world-class’ institutions. In the European context, the global rankings have been used to highlight a performance gap between European and North American institutions. Here the focus has been on the HEIs in the top-100 positions, causing concerns over European higher education. This has also become a marker of world-class university. We analyze the strategies of 27 Northern European universities in different tiers to learn how they have adjusted to the reality of ranking. We conclude that the references to global rankings have increased between 2014 and 2018. At the same time, the references to rankings have become more implicit in nature. Nevertheless, we find that the discourse of global comparison and excellence has become more common in the strategies. There are also emerging references to the regional role of universities, which are apparent in the strategies of universities that are clearly outside the top-100 ranked institutions. However, this is also a reflection of the discourse of world-class university.Peer reviewe

STUDI DESKRIPTIF LEVEL BERPIKIR GEOMETRI VAN HIELE SISWA DI SMP NEGERI PERCONTOHAN DI LEMBANG

Geometri sekolah mempunyai peluang besar untuk dipahami oleh siswa dibandingkan dengan cabang ilmu matematika yang lainnya. Hal ini dikarenakan pengenalan konsep dasar geometri sudah dikenal oleh siswa sejak usia dini, seperti mengenal bangun-bangun geometri. Namun beberapa penelitian menunjukkan bahwa masih banyak siswa yang mengalami kesulitan dalam belajar geeometri, khususnya pada tingkat SMP. Oleh karena itu diperlukan penelitian terhadap level berpikir geometri siswa. Penelitian ini bertujuan untuk mengetahui: (1) level berpikir geometri siswa di SMP Negeri percontohan di Lembang, dan (2) menelaah apakah pembelajaran geometri yang berlangsung di sekolah menerapkan tahapan pembelajaran Van Hiele atau tidak. Metode dalam penelitian ini merupakan studi deskriptif dengan subjek penelitian adalah siswa kelas IX dari dua sekolah menengah pertama di Lembang. Instrumen dalam penelitian ini terdiri dari: (1) instrumen tes, yaitu tes level berpikir geometri Van Hiele pada materi bangun datar. Hasil dari tes ini dianalisis dengan kategori level berpikir sebagai berikut: level 0 adalah tahap pengenalan; level 1 adalah tahap analisis; level 2 adalah tahap pengurutan; level 3 adalah tahap deduksi formal; dan level 4 adalah tahap akurasi. (2) Instrumen non tes, yaitu berupa wawancara terhadap guru dan murid. Berdasarkan hasil penelitian diperoleh kesimpulan bahwa: (1) secara keseluruhan siswa SMP telah memasuki tahap berpikir geometri Van Hiele. Sebagian besar siswa berada pada tahap pengenalan (level 0) yaitu 81,16%, sedangkan sisanya telah memasuki tahap analisis (level 1) sebesar 17,39% dan tahap pengurutan (level 2) sebesar 1,45%. (2) Pembelajaran geometri di sekolah kurang memperhatikan tahapan pembelajaran geometri Van Hiele---------- Student has a big opportunity to understand geometry because the basic concept has early familiar, such as know the geometry’s objects. However, some of the research were show that many student difficult to learn geometry, specifically for junior high school. Because of that, it necessary to research about the geometry level thinking. The goal of the research are to know: (1) student geometry level thinking at the model of junior high school in Lembang, and (2) observe the lesson geometry at school by use the phase of Van Hiele geometry learning. The method is descriptive study with the subject are the student from IX class of two junior high school in Lembang. The instrument is: (1) test instrument, is Van Hiele geometry level test. The result will be analysis by categories of Van Hiele: level 0 is visualization; level 1 is analysis; level 2 is informal deduction; level 3 is deduction; and level 4 is rigor. (2) Non-test instrument, is interview to the teacher and student. Base of the research, the conclusion are: (1) by and large the student has include the Van Hiele geometry level. Student at level 0 is 81, 16%, at level 1 is 17,3% and at level 2 is 1,45%. (2) School did’nt use the phase of Van Hiele geometry learning

Universities’ pursuit of inclusion and its effects on professional staff: the case of the United Kingdom

This paper explores the proliferation of non-academic professionals as a cultural response to universities’ mission of inclusion. Departing from a neo-institutionalist perspective, the author argues that the diffusion of highly rationalised models of institutional action shapes universities as formal organisations who engage with new levels of professional expertise in the pursuit of goals and missions. The United Kingdom (UK) offers an illustrative example, the emergence of statutory equality duties on public institutions (race equality duty 2001, disability equality duty 2006 and gender equality duty 2007) nurturing an image of universities as strategic for the pursuit of demographic inclusion. Using yearly longitudinal data on 109 UK universities from 2003 to 2011, the author shows that universities increase their professional staff in catering for demographic inclusion in terms of ethnicity and disability, revealing highly rationalised institutional responses to the aforementioned equality duties. The findings contribute to the neo-institutionalist literature drawing attention to the transformation of universities into organisational actors (i.e. highly integrated entities, strategically oriented towards the pursuit of formally articulated goals and targets), which contrasts with traditional conceptions of the university as an institution with a taken-for-granted societal role and loosely defined organisational backbone. The findings provide the impetuous for further empirical research into the role of professional staff as universities assimilate new goals and missions

Administrators in higher education: organizational expansion in a transforming institution

Recent European research has revealed growth in the number of administrators and professionals across different sections of universities—a long established trend in US universities. We build on this research by investigating the factors associated with variation in the proportion of administrators across 761 Higher Education Institutions (HEIs) in 11 European countries. We argue that the enactment of expanded and diversified missions of HE is one of the main factors nurturing universities’ profesional and administrative bodies. Our findings support such an assertion; regardless of geographical and institutional differences, HEIs with high levels of “entrepreneurialism” (e.g. in service provision and external engagement) are characterized by a larger proportion of administrative staff. However, we find no empirical support for arguments citing structural pressures and demands on HEIs due to higher student enrolments, budget cuts or deregulation as engines driving such change. Instead, our results point towards, as argued by neo-institutionalists, the diffusion of formal organization as a model of institutional identity and purpose, which is especially prevalent at high levels of external connectedness

University rankings:What do they really show?

University rankings as developed by the media are used by many stakeholders in higher education: students looking for university places; academics looking for university jobs; university managers who need to maintain standing in the competitive arena of student recruitment; and governments who want to know that public funds spent on universities are delivering a world class higher education system. Media rankings deliberately draw attention to the performance of each university relative to all others, and as such they are undeniably simple to use and interpret. But one danger is that they are potentially open to manipulation and gaming because many of the measures underlying the rankings are under the control of the institutions themselves. This paper examines media rankings (constructed from an amalgamation of variables representing performance across numerous dimensions) to reveal the problems with using a composite index to reflect overall performance. It ends with a proposal for an alternative methodology which leads to groupings rather than point estimates