Less State, More Market: University Reform in Canada and Abroad

Political, economic, and social explanations of higher education reform, and the very definition of "reform," are the main departure points of this volume. The introduction uses the examples of Canada, Austria, Germany, and Japan to show that in all these countries, reform has meant reduced state funding and control and increased reliance on market mechanisms, private sources of funding, and new forms of university governance and management.Pour expliquer la réforme universitaire, les auteurs adoptent comme points de départ des analyses politique, économique, et sociologique. Se référant aux cas canadien, autrichien, allemand, et japonais, les recherches présentées démontrent à quel point la réforme dans tous ces pays envisage une subvention publique réduite, avec moins d'intervention étatique dans les affaires universitaires, et une dépendance accrue des institutions de 2e et de 3e cycles sur les mécanismes d'un marché supposément libre, et sur de nouvelles sources privées de financement. En plus, on peut constater l'apparition de formes nouvelles de gouvernance et de management.&nbsp

Extending Access, Choice, and the Reign of the Market: Higher Education Reforms in British Columbia, 1989-2004

British Columbia has implemented two significant higher education reforms in the last 15 years. The first was an Access for All policy, and in particular, the creation of a new breed of institution—university colleges—and recognition of the right of colleges and institutes to confer "applied" degrees. The second reform, more recent and potentially with wider effect, is the decision to allow and, in fact, encourage the emergence of a private higher education sector to complement and to compete with the public sector. Although both reforms had the declared objective of enhancing accessibility and choice by expanding opportunities to study for degrees, the more recent one, now being implemented, had the further objective of opening higher education to market forces.La Colombie-Britannique a mis en oeuvre deux réformes principales de l'enseignement supérieur au cours des quinze dernières années. La première des deux, "Access for Ail," fut marquée par la création de nouvelles entités administratives dans la province que sont les collèges universitaires, et en même temps, l'octroi aux collèges communautaires et aux instituts d'études appliquées du droit de décerner des grades de 2e cycle. Une seconde réforme, plus récente et vraisemblablement plus significative au sens large, crée un secteur privé'd'enseignement post-secondaire, voué à la complémentarité vis-à-vis du public, mais franchement compétitif. Les deux réformes ont comme objectif un niveau d'accès accru au système, avec au surplus une plus grande disponibilité des programmes d'études. La deuxième cache pourtant un but à venir qui est de rendre l'enseignement supérieur beaucoup plus susceptible aux forces du marché libre

Visokošolsko izobraževanje in vseživljenjsko učenje

The emphasis of the article is put on the social and economic relationship between demand for higher education, state policy, reaction of institutions which are or are not part of universities, and on obstacles encountered by individuals. Schuetze treats the changing nature of educational needs and possibilities for older students provided by higher-education institutions, and the impact of these changes on further research.Poudarek te razprave je na socialno­ gospodarski skladnosti povpraševanja po možnostih izobraževanja v visokošolskih ustanovah, na državni politiki, odzivu ustanov, od univerzitetnih in neuniverzitetnih, ter priložnostih in ovirah, s katerimi se srečujejo posamezniki. Lotili smo se predvsem spreminjajoče se narave izobraževalnih potreb in priložnosti za starejše študente, ki jih ponujajo visokošolske ustanove, in pomena, ki ga imajo te spremembe za nadaljnje raziskovanje

The Labour Market Value of Liberal Arts and Applied Education Programs: Evidence from British Columbia

In this article, labour market outcomes of British Columbia graduates from liberal arts and applied education programs are investigated by examining the 1996 cohort of baccalaureate graduates one year and five years after graduation. We argue that the individual return to education has to be analyzed from a multi-dimensional perspective, in relation to initial educational and career goals of graduates who have anticipated both intellectual challenges and economic rewards from their investment in education. The study reveals differences in outcomes (i.e., employment, earnings) by program type, gender and age. Our main conclusion is that graduates from applied education programs experience a more rapid integration into the labour market as compared to graduates from liberal arts education programs. Although earning differences by program type and age either decrease or even disappear over time, earning differences by gender are enhanced five years after graduation. Also, we conclude that graduates from applied education programs establish and accomplish more focused educational and career goals, while graduates from liberal education programs establish broader educational and career goals.On examinera les débouchés sur le marché de travail qui s’ouvrent aux jeunes issus des études post-secondaires professionnelles ou généralistes, à l’aide des données sur la cohorte de bacheliers de 1996, obtenues un an et cinq après la fi n de leurs études. Nous affirmons que le retour individuel vers l’éducation doit être examiné dans une perspective multidimensionnelle, en rapport avec les buts éducationnels et la carrière des bacheliers, qui ont anticipé à la fois des diffi cultés intellectuelles et des récompenses financières de leur investissement dans le processus d’éducation. L’analyse montre des différences au niveau des débouchés (par exemple emploi, salaire), en fonction du type de programme scolaire suivi, de l’âge et du sexe. Notre conclusion principale est que les jeunes qui ont poursuivi des études professionnelles s’adaptent plus rapidement aux demandes du marché du travail que ceux issus des études généralistes. Alors que la relation de dépendance entre les différences de salaire et le type d’étude ou l’âge diminue, voire disparaît avec le temps, la relation de dépendance entre différences des salaires et sexe augmente cinq ans après la fin des études. On conclut aussi que les jeunes ayant poursuivi des études professionnelles envisagent et réalisent des buts éducationnels et de carrière plus précis, alors que ceux qui ont fini des études généralistes envisagent des buts éducationnels et de carrière plus larges

Histologic Alterations from Neoadjuvant Chemotherapy in High‐Grade Extremity Soft Tissue Sarcoma: Clinicopathological Correlation

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139918/1/onco0451.pd

Universities and community-based research in developing countries: community voice and educational provision in rural Tanzania

The main focus of recent research on the community engagement role of universities has been in developed countries, generally in towns and cities and usually conducted from the perspectives of universities rather than the communities with which they engage. The purpose of this paper is to investigate the community engagement role of universities in the rural areas of developing countries, and its potential for strengthening the voice of rural communities. The particular focus is on the provision of primary and secondary education. The paper is based on the assumption that in order for community members to have both the capacity and the confidence to engage in political discourse for improving educational capacity and quality, they need the opportunity to become involved and well-versed in the options available, beyond their own experience. Particular attention is given in the paper to community-based research (CBR). CBR is explored from the perspectives of community members and local leaders in the government-community partnerships which have responsibility for the provision of primary and secondary education in rural Tanzania. The historical and policy background of the partnerships, together with findings from two case studies, provide the context for the paper

Neurocan genome-wide psychiatric risk variant affects explicit memory performance and hippocampal function in healthy humans

Alterations of the brain extracellular matrix (ECM) can perturb the structure and function of brain networks like the hippocampus, a key region in human memory that is commonly affected in psychiatric disorders. Here, we investigated the potential effects of a genome‐wide psychiatric risk variant in the NCAN gene encoding the ECM proteoglycan neurocan (rs1064395) on memory performance, hippocampal function and cortical morphology in young, healthy volunteers. We assessed verbal memory performance in two cohorts (N = 572, 302) and found reduced recall performance in risk allele (A) carriers across both cohorts. In 117 participants, we performed functional magnetic resonance imaging using a novelty‐encoding task with visual scenes. Risk allele carriers showed higher false alarm rates during recognition, accompanied by inefficiently increased left hippocampal activation. To assess effects of rs1064395 on brain morphology, we performed voxel‐based morphometry in 420 participants from four independent cohorts and found lower grey matter density in the ventrolateral and rostral prefrontal cortex of risk allele carriers. In silico eQTL analysis revealed that rs1064395 SNP is linked not only to increased prefrontal expression of the NCAN gene itself, but also of the neighbouring HAPLN4 gene, suggesting a more complex effect of the SNP on ECM composition. Our results suggest that the NCAN rs1064395 A allele is associated with lower hippocampus‐dependent memory function, variation of prefrontal cortex structure and ECM composition. Considering the well‐documented hippocampal and prefrontal dysfunction in bipolar disorder and schizophrenia, our results may reflect an intermediate phenotype by which NCAN rs1064395 contributes to disease risk

Assessment of Viral Targeted Sequence Capture Using Nanopore Sequencing Directly from Clinical Samples

Shotgun metagenomic sequencing (SMg) enables the simultaneous detection and characterization of viruses in human, animal and environmental samples. However, lack of sensitivity still poses a challenge and may lead to poor detection and data acquisition for detailed analysis. To improve sensitivity, we assessed a broad scope targeted sequence capture (TSC) panel (ViroCap) in both human and animal samples. Moreover, we adjusted TSC for the Oxford Nanopore MinION and compared the performance to an SMg approach. TSC on the Illumina NextSeq served as the gold standard. Overall, TSC increased the viral read count significantly in challenging human samples, with the highest genome coverage achieved using the TSC on the MinION. TSC also improved the genome coverage and sequencing depth in clinically relevant viruses in the animal samples, such as influenza A virus. However, SMg was shown to be adequate for characterizing a highly diverse animal virome. TSC on the MinION was comparable to the NextSeq and can provide a valuable alternative, offering longer reads, portability and lower initial cost. Developing new viral enrichment approaches to detect and characterize significant human and animal viruses is essential for the One Health Initiative

Nurturing lifelong learning in communities through the National University of Lesotho: prospects and challenges

This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings