National innovation and knowledge performance: The role of higher education teaching and training

This paper acknowledges the role of the higher education system (HES) in the production of knowledge and human capital. However, most of the literature attributes this production to the second (research activities) and third (exploitation of teaching and research activities) mission. This paper proposes to investigate the under explored role of the first mission (teaching) of HES in the production of national innovation

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

Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030?

Higher education is back in the spotlight, with post-2015 sustainable development goals emphasising equality of access. In this paper, we highlight the long distance still to travel to achieve the goal of equal access to higher education for all, with a focus on poorer countries which tend to have lower levels of enrolment in higher education. Analysing Demographic and Health Survey data from 35 low- and middle-income countries in sub-Saharan Africa and South Asia, we show wide wealth inequalities in particular, with few if any of the poorest gaining access to higher education in some countries. We further identify that wealth and gender inequalities interact and tend to be wider in countries where levels of higher education are higher. This implies that expansion in access to higher education may predominantly benefit the rich, unless measures are taken to tackle inequalities. We find that that the rates of increase necessary for the attainment of the equal access goal by 2030 are particularly high. They pose a particularly difficult challenge given the access inequalities present from primary and secondary education in a wide majority of countries in our analysis. We therefore suggest that any measures aimed at attaining the goal need to tackle inequalities in access within a system-wide approach, focusing on the level of education at which inequalities initially manifest, alongside higher education.This is the final version of the article. It first appeared from Springer via http://dx.doi.org/10.1007/s10734-016-0039-

An Exploratory Quantitative Study into the Relationship between Catholic Affiliation and the Development of Social Entrepreneurship Education in the USA

Catholic educationalists have long stressed the role of Catholic universities in advancing the cause of social justice to counter the increasing commodification of business relationships and the lack of social responsibilities of the business world. Is this rhetoric or reality? In this empirical paper involving 501 USA universities that have an Association to Advance Collegiate Schools of Business (AACSB) accredited business school, we examine the relationship between Catholic affiliation and the universities’ decisions to offer social entrepreneurship and non-profit management courses to business students. Our study found that universities with Catholic affiliation are significantly more likely to offer both non-profit management and social entrepreneurship courses to business students. Our results offer evidences that Catholic universities are indeed working towards making a difference, with the vision and flexibility to do so

The evolution of the student as a customer in Australian higher education: a policy perspective

In 2014, the Australian Federal Government attempted to de-regulate higher education fees so as to allow universities to set their own tuition fees. The associated public debate offer critical insights into how the identity of a student as a ‘customer’ of higher education is understood and deployed when developing higher education policy. This paper uses the 2014 Australian higher education reforms as a lens through which to further scholarly research into the student-as-customer metaphor and to see how it is influenced by the perceptions and understandings of policy actors external to the higher education sector. These include politicians, special interest groups, the students and their parents and prospective employers. This study reveals that the public/private nexus—both of funding and benefit— problematizes traditional conceptualisations of students and others as higher education customers. In turn, this restricts the ability or desire of policy actors to describe how the student functions as a customer as a consequence of market reform. This inability compromises the development of effective and sustainable higher education polic

A 10 year case study on the changing determinants of University student satisfaction in the UK

Higher Education (HE), once the prerogative of a tiny elite, is now accessible to larger numbers of people around the world than ever before yet despite the fact that an understanding of student satisfaction has never been more important for today’s universities, the concept remains poorly understood. Here we use published data from the UK’s National Student Survey (NSS), representing data from 2.3 million full-time students collected from 2007 to 2016, as a case study of the benefits and limitations of measuring student satisfaction that might have applicability for other countries, particularly those that, like the UK, have experienced significant growth in student numbers. The analyses showed that the factor structure of the NSS remained generally stable and that the ability of the NSS to discriminate between different subjects at different universities actually improved over the ten-year sample period. The best predictors of overall satisfaction were 'Teaching Quality' and 'Organisation & Management', with 'Assessment & Feedback' having relatively weak predictive ability, despite the sector's tangible efforts to improve on this metric. The tripling of student fees in 2012 for English students (but not the rest of the UK) was used as a ‘natural experiment’ to investigate the sensitivity of student satisfaction ratings to the real economic costs of HE. The tuition fee increase had no identifiable negative effect, with student satisfaction steadily improving throughout the decade. Although the NSS was never designed to measure perceived value-for money, its insensitivity to major changes in the economic costs of HE to the individual suggest that the conventional concept of student satisfaction is incomplete. As such we propose that the concept of student satisfaction: (i) needs to be widened to take into account the broader economic benefits to the individual student by including measures of perceived value-for-money and (ii) should measure students’ level of satisfaction in the years post-graduation, by which time they may have a greater appreciation of the value of their degree in the workplace

Trust and the Governance of Higher Education: The Introduction of Chancellor System in Hungarian Higher Education

Trust plays a vital role in the cooperation of social actors. While researching trust becomes important in public management, the impact of trust on higher education policy and management has drawn less attention. This chapter analyses the introduction of the chancellor system in Hungarian higher education from the perspective of trust. In this new governance model, chancellors, who are appointed by the government, became responsible for the administration and budgets of higher institutions (HEIs), while rectors kept their prerogatives only on academic issues. The success of an institution now depends on the cooperation of its two interdependent leaders. Trust plays an especially critical role in such leadership constellation. The study is based on empirical data collected through two surveys conducted in 2015 and 2016 among academic leaders of Hungarian higher education institutions and uses Hurley’s decision-to-trust-model (Hurley 2012) as an analytic framework

The Bayh-Dole Act of 1980 and University–Industry Technology Transfer: A Model for Other OECD Governments?

Recent initiatives by a number of OECD governments suggest considerable interest in emulating the Bayh-Dole Act of 1980, a piece of legislation that is widely credited with stimulating significant growth in university--industry technology transfer and research collaboration in theUS. We examine the effects of Bayh-Dole on university--industry collaboration and technology transfer in the US, emphasizing the lengthy history of both activities prior to 1980 and noting the extent to which these activities are rooted in the incentives created by the unusual scale and structure (by comparison with Western Europe or Japan) of the US higher education system. Efforts at “emulation” of the Bayh-Dole policy elsewhere in the OECD are likely to have modest success at best without greater attention to the underlying structural differences among the higher education systems of these nations.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43108/1/10961_2004_Article_5384361.pd