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The purpose of this paper is to discuss the theoretical and methodological implications of an affective assemblage approach in the study and practice of decolonizing "the University" in Europe. In particular, the analysis aims to better account for the affective dimensions of decolonizing "the University" in Europe, taking into consideration that neither "the University" in Europe assumes a monolithic institution nor "decolonization" constitutes a monolithic project. Although the paper is theoretical, it provides examples of the meaning and function of decolonizing "the University" in various settings within the European higher education context. The paper contributes to the critical problematics of ongoing efforts to decolonize universities in Europe by exploring the prospects of affective assemblages as a working concept that helps education theorists, researchers, and policymakers in European higher education come to terms with both the intellectual and affective demands of decolonization processes. [ABSTRACT FROM AUTHOR]

The aim of the paper was to analyze and evaluate the importance, scope, and applied forms of collaboration between higher education institutions (HEIs) operating in the Czech Republic and the nonacademic sphere. Data was obtained through questionnaire survey with competent managers of HEIs (N = 76). The study shows that the managers of the monitored HEIs consider collaboration with the nonacademic sphere to be very important. It is perceived to be more important and developed to a larger extent at the national level. Most often it is developed in the form of practical training, internships, and field trips for students. The considered forms of collaboration are developed most by HEIs and faculties with technical, natural scientific, and medical specializations. [ABSTRACT FROM AUTHOR]

This paper analyzes the activities, members, and effects of an inter-American expert network for the diffusion of psychometric knowledge, specifically of standardized aptitude testing for university admission in Latin America during the 1960s and 1970s. Within the framework of educational transfer studies, the role of international, nongovernmental, and philanthropic organizations is examined. It is argued that circulation of psychometric knowledge and technologies led to a new governing regime for learning and learners. The paper discusses the effect of convergence and Americanization, in the context of US-promoted “Alliance for Progress,” but also of divergence and resistance. [ABSTRACT FROM PUBLISHER]

At the close of World War II, Japan's ouster from Malaya led to the resumption of British control and a new outlook toward political independence. Higher education would play a central role in this complex transition, where the forces of decolonization and nation-building converged with drives toward both interethnic competition and multiethnic cooperation. These tensions stimulated a multiplicity of new rhetorics and new networks for universities and university students. This paper uses the framework of governance to uncover the contrasting rhetorics and networks produced by postwar Singapore's new universities. By examining their structures and mechanisms of governance, the paper demonstrates how the sudden catapulting of university education to a crucial socio-political position redefined the intersections between education, language, culture, and nation. In doing so, it reveals that these redefinitions forecasted contemporary discourse and mechanisms in higher education. [ABSTRACT FROM AUTHOR]

In the framework of the internationalization and globalization of higher education and competition for international students, the paper examines how language policy in higher education shapes the provision of study programs in Estonia, Latvia, and Lithuania. It concludes that study programs in the Baltic states mostly follow the convention of a monolingual curriculum offered in the official national language, or Russian, as the largest minority language in the Baltic states, or English. Comparative analysis of international student flows also shows that while students from Estonia, Latvia, and Lithuania are leaving to study in predominantly English-speaking countries, which dominate in the global competition for international students, language policy laws in the Baltic states, except for Estonia, remain protective of the use of the official language in public higher education. [ABSTRACT FROM AUTHOR]

Greece has not been among the signatory countries that rushed enthusiastically into the implementation of the Bologna process; it has only gradually and grudgingly managed to adopt some of its provisions over the past decade. This paper sheds light on the forces and factors that have put obstacles in its way, including: (1) the epistemological traditions of the Greek academy, insisting on the intrinsic value of scientific research irrespective of the practical application of its findings and on the detachment of scientific knowledge from vocational qualifications; (2) the longstanding politicization of students who have been busy defending their vested rights in the management of university affairs to allow them to get involved in a process that could allegedly only dispute their prerogatives; (3) the prevalence in public discourse of a conservative ideology, bringing together an odd mixture of leftism, populism, statism, demagogy, and triviality that paralyzed irresolute and short-sighted politicians and made certain social sectors-always suspicious of the gifts of the "European Danaos"-skeptical; and (4) the sociopolitical upheaval triggered by the present economic crisis in the country. [ABSTRACT FROM AUTHOR]

The aim of this study was to understand how international students sponsored by the "Bolashak" program administered in Kazakhstan perceived the support provided by the host institutions and the funding agency during the unprecedented COVID-19 pandemic. We conducted a cross-sectional survey to gain a foundational understanding and basic description of the central phenomenon. Our findings demonstrate that "Bolashak" scholarship recipients seem generally satisfied with the overall level of support provided, however, they seem to feel better supported by the host institutions than the scholarship administering agency. We employed a combination of three theories—Principal–Agent Theory, Institutional Isomorphism Theory, and the Theory of Institutional Dynamics in Interorganizational Collaboration, which help to explain our findings. Study findings suggest several areas of improvement for institutional emergency response and sponsored students. [ABSTRACT FROM AUTHOR]

This study contributes to the literature studying Internationalization at Home (IaH) as a way to develop intercultural competence in university students. It investigates how a group of students studying at Belgium's oldest (°1425) and largest mainly white university perceive intercultural competence and their university's initiatives to promote its development among local students. The results gained from the thematic analysis of 53 semi-structured interviews show that students' conceptualizations of intercultural competence validate theoretical frameworks and definitions. Also, although students are mainly supportive of their university's IaH initiatives they also suggest interesting ways to better support students in acquiring intercultural competence. [ABSTRACT FROM AUTHOR]

Discusses proposals for the financing of Spanish public universities. Evolution of the university system; Student demand, graduate output, and the labor market demand for graduates; Public expenditure on higher education; Financing problems of the Spanish university system; Allocation of resources within the universities; Criteria and instruments for the distribution of public funds.

Over the past nearly 30 years, Russian universities have been buffeted by external forces necessitating attempts to adjust to a fast-changing academic climate, both globally and regionally. Based on informally structured interviews of university faculty of different age groups and ranks, academic fields and regions of the country conducted between 2012 and 2018, this essay examines what transpires in the life of a Russian university; how do professors evaluate change and how has the pace of university life been altered—such questions are addressed by revealing the connection between notions of academic freedom and temporality—the perceived ability to exert control over time at the university. [ABSTRACT FROM AUTHOR]

This article investigates careers of early-career academics in the Russian academic system as it strives to improve its position in the global academic landscape. The typology of "boundaried" and "boundaryless" careers is applied in order to analyze careers in Russia. Two types of academics were identified: "connectors" and "conservationalists." "Connectors" are more likely to embrace research orientation than "conservationalists" and tend to alter their positions in academia based on research reputation in the global professional community, whereas "conservationalists" are oriented at the hierarchies of positions within universities and country-specific academic credentials. [ABSTRACT FROM AUTHOR]

This article investigates the current state of faculty research activity within Tajik higher education institutions (HEIs), where the level of research productivity has substantially decreased in the past three decades. As part of a larger ethnographic study on professional lives of Tajik faculty members, we investigated and found enormous challenges to conducting research and becoming active researchers reported by our respondents. We analyze and discuss how such issues may challenge the development of higher education in the country. [ABSTRACT FROM AUTHOR]

To raise university research productivity, the government of Kazakhstan introduced a requirement for university faculty members to publish in journals with a nonzero impact factor in order to qualify for promotion. A survey of faculty members at six universities was conducted to explore their response to the policy. The results suggest that a promotion-linked publication requirement may lift faculty research productivity if it is accompanied by support structures and if universities have control over the promotion process. [ABSTRACT FROM AUTHOR]

Intractable conflicts are usually defined as long-lasting, violent, intergroup ones perceived as having no foreseen solutions. Such conflicts heavily affect the societies involved, which invest massive resources in all issues related to the conflict, including various educational elements. Regardless of the context of national conflict, internationaliation efforts have become a common reality in the strategy and actions of contemporary higher education institutions, with international, intercultural, and global dimensions integrating into the aims, functions, and delivery of education. This article traces the internationalization process as perceived among various stakeholders involved in policymaking and enactment within a society struggling through intractable conflict, namely, Israel. I scrutinized this process in Israel and explored the apparent mismatch between the theory of internationalization and its practice in the reality of a conflict-ridden society. [ABSTRACT FROM AUTHOR]

Globalization is the major confronting challenge of higher education worldwide. And internationalization has become a response of higher education to meet the demands and challenges of globalization. In the recent decades, Chinese government has developed different policies to steer education reforms in order to achieve the aim of internationalization. The internationalizing process has produced contradictory changes in academic workplaces. This study explores how globalizing processes affect academic work and academics’ workplace learning in China. It reports on a series of policy changes, and the effects of these policies on the workplace learning of academics. The changing policies positively affect academics by bringing rich information and resources to their workplaces. But at the same time, academic work is becoming increasingly restrictive and controlled. The self-interests of the academics are reconstituted in terms of the interests of government and university, producing tension in academics’ workplaces. Moreover, the conflicts among different policies cause confusion. We argue that the changing policies in relation to the internationalization of higher education have affected academics in both positive and negative ways. Therefore, there is a call for policy-makers to adjust the existing policies in order to create a better policy environment for academics. [ABSTRACT FROM PUBLISHER]

The perceptions of the implementation of the Bologna reforms in Armenian higher education were examined in a questionnaire study with 279 university teachers, revealing how eight leading higher education institutions have adapted to the political directive to create alignment with the Bologna principles. The literature on educational change is used to evaluate the diffusion of Western European policies in addition to the perceptions of those university teachers who have actually implemented the reforms. The findings highlight the peculiarities of reform implementation in a post-Soviet country and the urgency of revising the approaches to reform implementation to achieve success. [ABSTRACT FROM AUTHOR]

This article offers a new approach to conceptualizing the limited affordability and access to higher education for socioeconomically disadvantaged students in Georgia. Unlike most traditional views, it associates the issue with corruption, collusion, and nepotism existent in the country's higher education, job market, and banking system. It argues that the inefficiencies are caused by the collusion between a number of higher education institutions (HEIs) and companies that set "unwritten rules" for job market operation and encourage rampant nepotism in the job-hiring process. This article proposes three policy models to dismantle the incestuous web of elite Georgian HEIs-job market-bank. These policy models are: vertical influence, organizational diffusion, and leader-laggard. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of Europeanization, internationalization and globalization as some of the key concepts that led to the changes in the higher education in Denmark. The increasing number of students and the complexity of research has led to the development in higher education. The country has reformed its universities to be able to reorganize the Danish knowledge and innovation system. It explores an analysis on the Danish higher education and research system before 1900, and the reformation made after 1990 which has been used to project the future of the higher education.

The article presents information about university education reforms in Denmark. The goal of these reforms is to enable universities in the country to serve the world of work and employment, and to meet the demands of high-technology industries and the needs of society in a better manner. The implications of the reforms in terms of the ways that academic workers negotiate competing discourses about universities are also discussed. Inconsistencies between different discourses is illustrated by data from an ethnographic study of changing academic subjectivities in Danish higher education.

The article discusses the interrelations of state and high educational institution based on the proliferation of corruption mechanism as administrative control in European countries. According to the author, strengthening and advancement of state using a vertical administrative hierarchy should be observed to advance the state legislation on corruption and coercion to finally eliminate them in the education structure. In addition, the author notes that state autonomy must be enforced to sustain state pressure and suppress corrupt practices to contend with the higher responsibilities of educational services.

The article offers information on the assimilation and affirmative action of French educational systems. According to the author, the country's educational structure was created to uphold republican principle that guarantees equality before the law without any distinction on race and origin. In addition, the author notes that the development of French education serves as the most effective ways in providing the French values as well as the moral implications of duty and hard work. It also cites the legal aspects of the French affirmative action policieswhich aims to provide a positive development on their educational institutions.

The article focuses on the changes involved in the Bologna process and the commercialization of higher education in Africa. The authors claim that the implementation of the Bologna process resulted to the internationalization of higher education and the provision of online courses, the development of joint program, and the creation of franchised universities. It discusses the historical background of the creation of African universities and its adoption of the international higher education system. African universities focus particularly in the reforms of the two semester academic year and three degrees, which include License, Master's, and Doctoral. It talks about the effects of the globalization and commercialization of education in the continent.

The article focuses on the establishment of the Bologna process, which is intended to improve the attractiveness of universities and colleges in European countries. The authors explain that the Bologna process came into being when public authorities became concerned with the declining numbers of Americans studying in the continent in the early part of the 1990s. During this time, many European students prefer to study in the U.S. than in their countries. The process became very successful because it enabled signatory countries to enhance the attractiveness of their universities to international students.

The article discusses the challenges of European universities in a rapidly changing environment, which affects the governance and management of universities. The challenges are due to the rapid growth of higher education activity, which resulted to internal pressures and external pressure that consists of scarce resources and a complex and highly competitive surrounding with requires for a quick reaction to a wide range of interests and stakeholders. It discusses the designation of several European countries of the universities as the key part in the evolution of the knowledge society and solving of political, socioeconomic, environmental and cultural problems. It talks the relation of the Bologna process in the increases of international competitiveness of European higher education.

The article discusses the rapid and substantial transformation of higher education in Central and East European countries. The reformation of higher education is part of a systematic change that concerns both the society and the educational system. The author's analysis of the social and historical reasons for higher education reforms in Central and Eastern Europe universities after the breakdown of communist regimes is presented. It discusses the implementation of the Bologna process in Central and East European countries.

The article presents a study that explores the strategies, approaches and mechanisms employed by Russian private colleges and universities to maintain their legitimacy despite legal and normative pressures by the government. The authors analyze the tension between state control and free enterprise. A brief overview of the higher education quality assurance system in the country is presented. The impact of state-imposed legitimacy pressures on the quality and the competitiveness of educational institutions is discussed.

Looks into the European Higher Education Area program. Decision of the European Commission to fund pilot projects in a number of areas to test innovative concepts of the Bologna Declaration in practice; Aim of transforming the ECTS into a system that would help citizens to accumulate credits gained through formal and informal learning; Contribution of well-defined European degrees to the quality and visibility of higher education.

Discusses the role of universities in the Europe of knowledge. Increase demand for higher education; European Union action for the universities; Increase and diversification of university income.

To be classified as reform, educational change should, in the Greek context, bear certain fundamental characteristics. It should be state-driven, ratified by law, all-embracing in terms of its implications for those concerned, likely to have aroused extensive public discourse, yet not necessarily full commitment or compliance. Almost all accounts of reform activities in the Greek system of education tend to focus on and to emphasize these characteristics. The study of the Greek university is an attempt to take both kinds of reform into account. It starts with a brief analysis of the inherited context, both in ideological and institutional terms, of the Greek university tradition. It then goes on to describe and illuminate present-day reform issues and discourse in the light of tradition and contemporary contextual changes.

Reviews the political history of Loi d'orientation sur l'éducation of 1989 in France by examining how the topic of early childhood education advanced from the political sidelines to the legislative forefront. Political rivalry between national education, sports and youth minister Lionel Jospin and French Prime Minister Michel Rocard; Story of the Loi d'orientation from the perspective of early childhood education; Creation of University Institutes for the Education of Teachers.

Discusses the institutionalization of women's studies at German universities. Analysis on the concept of women's studies; Significance in establishing women studies as a curricular choice; Factors affecting the organization of women's studies.

Evaluates the crisis in Romanian universities since the country's political transition in 1989 and describes the government's strategy for revitalizing the higher education system. Expansion of access to higher education; Increase of enrollments in social science fields; Spontaneous establishment of private higher educational institutions.

Profiles Europe's educational community. Existence of a European educational community in the Middle Ages; Discussion of how the principle of subsidiarity is hampering the process of adaptation; Commitment of the European Commission in Brussels, Belgium to higher education.

Examines the relationship of the university to its various clients. Recruitment, financing, and relationships with various user groups; Indications of an international service university development; Views on service development by university professors and regional clients of Norway's University of Oslo; Characteristics of a functionalistic service university under of a specific mode of knowledge production.

Discusses proposals for the improvement of the European university system. Examination of how universities structure studies and certification; Development of a curricula built upon coherent content and pedagogical progression; Reduction in curricula and specialized learning; Breakdown of students' weekly work schedule by type of activity; Detrimental employment effects of protracted study.

Describes a tentative model for the study of organizational designs and the results of internationalism in higher education in Europe. Organization of internationalization activities; Institutions located in the so-called `internationalization cube'; Links between the position in the cube and the results of internationalization activities; Advancement of the practice of internationalization.

Focuses on the study of German universities. Conditions of the mass university; Crisis in profiling and orientation; Reorientation in 1991; Period of `educational euphoria'; Higher education reform; Objectives of educational policy.