Croatia: introducing and strengthening the non-university sector

The report concerns Croatia's policy to strengthen its non-university higher education provision and increase horizontal differentiation among its higher education institutions and study programmes. The report is one of the twelve case studies conducted within the “Structural Higher Education Reform – Design and Evaluation” project, commissioned by the European Commission (EAC/31/2014). The main objective of this project – carried out by the Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands, and the Centre for Higher Education Governance Ghent (CHEGG), Ghent University, Belgium - was to investigate policy processes related to the design, implementation, and evaluation of structural reforms of higher education systems across Europe

Ensino superior e estratificação social na Sérvia: 1990-2005

Mestrado em Políticas e Gestão do Ensino SuperiorO presente estudo focaliza questões sobre desvantagem e exclusão em educação superior na Sérvia no período entre 1990-2005. O estudo analisa como matrícula, progresso e conclusão em educação superior dependem de elementos como as bases sócio-econômicas dos alunos, baseando-se nos bancos de dados nacionais. A estrutura teórica foi construída com base nas idéias sobre formas de capital e reprodução em educação de Bourdieu, a teoria da perspectiva do curso da vida e as hipóteses da desigualdade mantida maximamente e da desigualdade mantida efetivamente. O estudo mostra que existe exclusão tanto interna quanto externa de alunos das classes menos privilegiadas e que progresso e conclusão em educação superior dependem também de elementos das bases sócio-econômicas dos alunos.The present study focuses on issues of disadvantage and exclusion in higher education in Serbia in the period 1990-2005. The study analyses how enrolment, progress and completion in higher education depends on elements of students´ socio-economic background on the basis of national statistical databases. The theoretical framework is built upon Bourdieu´s ideas on forms of capital and reproduction in education, the life course perspective, as well as the hypotheses of maximally maintained and effectively maintained inequality. The study shows that there is both external and internal exclusion of students from less privileged socio-economic backgrounds and that progress and completion of higher education also depends on elements of students´ socio-economic background

Higher education governance and policy : an introduction to multi-issue, multi-level, and multi-actor dynamics

This thematic issue introduces the multifaceted nature of contemporary public policy—its multi-level, multi-actor, and multi-issue features—by using the case of higher education poli-cies from around the world. To do so, this introduction first describes how higher education as a policy sector should be garnering far more attention from scholars interested in political, economic, and social transformation. A framework for identifying and accounting for how the ‘multi-s’ characteristics configure and re-configure public policy is then introduced. Next, this thematic issue’s contributions are summarised with highlights of how they bring to life the different ‘multi-s’ features. This introduction concludes with a discussion of what the proposed framework of the ‘multi-s’ offers to studies of higher education policy coordina-tion. In so doing, the objectives of this thematic issue are to highlight what the case of higher education policy coordination offers to studies of public policy, and to initiate a dialogue between all social scientists and practitioners interested in the increased complexity of gov-erning, producing, and using knowledge today