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Vietnam's higher education is highly centralized in terms of its governance and management. A couple of higher education reform plans have been introduced over the past decade but they seem to result in poor outcomes. This paper addresses the challenges faced in the areas of governance, quality assurance and finance by a ‘key’ university located in the middle of Vietnam. These are explored by means of a case study approach involving interviews with a cross-section of significant former senior managers, current senior managers and current middle managers. Reform at this university is proceeding at a very slow pace. The impediments are both institutional and national. The implications of the case study for the reform of higher education in Vietnam are discussed. [ABSTRACT FROM PUBLISHER]

The 2008 global financial crisis cast a long shadow over Ireland's higher education and research system. The IMF said Ireland experienced an ‘unprecedented economic correction’, while Ireland's National Economic and Social Development Office said Ireland was beset by five different crises: a banking crisis, a fiscal crisis, an economic crisis, a social crisis and a reputational crisis. Despite a return to growth, these circumstances provide the best explanation for the policy choices being undertaken as key actors struggle to sustain the publicly funded mass system, and reassert the country's position as a globally competitive knowledge society attractive to mobile capital and skilled labour. Whatever the outcome, it is unlikely that public funding for higher education will return to levels previously enjoyed. This paper examines the background and policy challenges confronting the government and higher education, and discusses the role of higher education researchers in helping shape options. [ABSTRACT FROM PUBLISHER]

The article presents its author's comments on the article "Where We Are Now," by W. Roy Niblett that focused on the present crises in higher education in the western civilization. The author objects the use of the word "climacteric" that Niblett uses to state western civilization. This word is used, not to suggest a resting place in an ascent to higher things, but a point at which one is in danger of falling off. He says that the belief that society has reached a point of special danger is common to every age. He casts his doubt whether the Age of Enlightenment was inwardly as self-assured as it appears in the simplified picture of it. The life of ordinary person has more continuity than the fashions of the literary and artistic worlds. The author feels that it is rather religion that has reached a climacteric. He also agrees with Niblett for pleading for a larger concept of education. But the educational institutes have a special role in encouraging the adequacy and range of education.