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Retaking a paper previously issued in 2013 with professor Alba Nogueira López about the legal problems raised at the time (2012) by professor´s replacement rate in spanish higher education sector due to staff cuts policies, the present paper reviews the evolution of this new legal framework in the provision of new academic positions, both non tenured and tenured, in Spanish universities, during the term of X legislature (2012-2015). We conclude that a) in this subject, the reform has been gone further than a simple budget cut, crossing the border line of covering job positions; b) far from being the end point of excepcional package of budget cut measures, this legislature has concluded with its permanent setting throughout Universities Law. Drawing from this conclusions, we discuss the consistency of that human resources management with reform politics of spanish higher education, triyng to highlighting the keys of upcoming changes in our particular academic environment.

In this article, we discuss various issues regarding the contemporary reform of science and higher education in Poland, which are constructed and sustained by academics in media discourse. In the performed analyses we refer to the critical and post-Foucauldian studies on the discursive aspects of change in higher education. We propose that the connections between discursive factors, events and social changes be crystallized in the processes of their media problematization. In the space of public discourse and in the forms of the problematization of the reform of higher education, we sought the knowledge, concepts and classification rules that set the discursive framework of the change experienced by the academic community. The research has shown that this framework goes beyond the polarization of positions, that is, beyond the criticism or affirmation of neoliberal reforms. On the basis of the performed analyses we reconstructed three types of internally diversified and non-dichotomic discourses: the status quo discourse, the discourse of the imponderables of change, and the discourse of reform evaluation. Taking Poland as a case study, the article includes a discourse analysis formed at the national level in respect of the key objectives laid down at the European level.

This article introduces a special issue of EPAA/AAPE devoted to recent higher education reforms in Latin America. The last two decades have seen much policy development in higher education in the region, examined and discussed by scholars in each country, but dialog with the international literature on higher education reform, or an explicit comparative focus, have been mostly absent from these works. By way of presentation of the papers included in this issue, we first provide an overview of major policy changes in higher education in the Latin American region since the 1990s. We then turn to the six works in this special issue to describe the theories and methods supporting them. Next, we illustrate how general analytic categories can be derived from single or multi country case studies to illuminate themes capable of cutting across the particulars of national contexts, with their unique traditions, policy paths, and politics. Our three common threads are, first, the types of drivers for reform, that is, how policy change originates, either bottom-up from the institutions, or top-down from the government, and various possibilities in between. Second, understanding challenges to institutional autonomy in a continuum of intensity of state intended intervention in higher education. Third, explaining different levels of strain between public and private sectors in higher education based on conditions of competition for economic resources. While the papers in this special issue do not cover all countries, nor all issues on which policy has been crafted in the last two decades across the region, the collection of articles herein account for topics of enduring importance: faculty work in Ecuador, financial aid in Colombia, public policy decentralization in Argentina, quality assurance models in Colombia and Uruguay, the emerge of new institutions and universities in Argentina and Uruguay, and social justice, access, and inclusion in higher education, in Argentina, Bolivia, Brazil, Chile, Colombia, and Ecuador. The articles presented in this special issue provide much insight onto higher education policy in Latin America and, additionally, offer ample opportunity to develop social science knowledge on the basis of strong comparative work.

An account of the premises on which the workshop that gave way to this volume was organized, with an overview of the development of the sessions. A review of the papers is included.Se explican las premisas a partir de las que se organizó el seminario que ha dado lugar a este volumen, ofreciendo una visión general del desarrollo de las sesiones. Asimismo, se incluye una reseña de los artículos incluidos en el mismo.DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=2115428

The intention of this work is to do the mapping of the many problems that critical thinking (CT) is confronted with in the inside of law schools, taking these in their institutional role as well as tangible manifestations of legal culture. I address the significance of CT, reflecting on its philosophical origins and its possibility in our time, a time that is marked by a crisis of paradigms. We will move from theory to a more pragmatic approach based on skills, only to find different sets of difficulties. Today’s higher education institutional learning tradition is characterised by the conception and implementation of reforms which, in turn, are dominated by notions of business and commercial ethics, that are adding up to the positivist predominance that is still reigning upon legal education. Este trabajo pretende realizar una descripción de los numerosos problemas con que se encuentra el pensamiento crítico (PC) dentro de las escuelas de derecho, entendidas desde su papel institucional pero también como manifestaciones tangibles de la cultura legal. Se destaca la importancia del PC, reflexionando sobre sus orígenes filosóficos y su posibilidad en el momento actual, marcado por una crisis de paradigmas. Después de realizar un análisis teórico, se va a pasar a realizar un enfoque más pragmático basado en habilidades, sólo para encontrar diferentes tipos de dificultades. La tradición actual de la educación superior institucional se caracteriza por la concepción e implementación de reformas que, en cambio, están dominadas por nociones de ética empresarial y comercial, que se suman al predominio positivista que sigue reinando en la educación jurídica. DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=2115429

Este capítulo analiza históricamente la evolución en las décadas pasadas de las instituciones de ES y de los desafíos para alcanzar una reforma exitosa de la ES después de una larga dictadura. Esta reforma, según el autor, sería posible con una adecuada armonía entre el Estado y las IES.This chapter analyzes, from a historical perspective, the evolution of higher education institutions in the last decades. The author also discusses the present challenges to achieve a successful reform of higher education after a long-lasting dictatorship. Such a reform, argues the author, would be possible with an adequate harmony between the State and the institutions of higher education.

Tendo como referência determinadas transformações que têm ocorrido nos contextos do ensino superior no cenário internacional e no país, nas últimas décadas, o artigo analisa o projeto de reforma delineado pelo governo federal. Assinala determinados aspectos positivos do projeto de reforma e ao mesmo tempo salienta que ele representa uma oportunidade para estabelecer um novo pacto acadêmico entre os diversos atores que atuam no sistema, tendo como parâmetros o compromisso com a qualidade acadêmica e a recuperação da dimensão pública do ensino superior brasileiro.Based on certain transformations that have taken place, these last years, in both the international and Brazilian contexts of higher education, this paper analyzes the reform project presented by the federal government. It points out some of its positive aspects and, at the same time, stresses that it represents an opportunity to establish a new academic pact, among the diverse actors involved in the system, which could be grounded on a commitment towards academic quality and the rescue of the public dimension of Brazilian higher education.

texto discute o comportamento de despesas da Universidade de Brasília (UNB), enfatizando as receitas próprias, no cenário do financiamento das Instituições Federais de Ensino Superior (IFES), e trata das fundações de apoio em anteprojetos de reforma da educação superior do Governo Lula. O financiamento da UNB com verbas do MEC não difere muito do observado nas IFES, predominando recursos cadentes num sistema em expansão, no contexto da crise de hegemonia da universidade e de políticas voltadas para uma heterogeneidade no sistema federal. A UNB tem alta proporção de gastos com receitas próprias, vem tendo crescente dependência destas, mas a maioria é consumida na sua geração, mostrando que nenhuma universidade federal de qualidade pode prescindir dos recursos da União. O primeiro dos anteprojetos trouxe notáveis inovações no financiamento das IFES, mas o segundo renunciou a muitas das propostas originais. Exigiu transparência na atuação das fundações de apoio, subordinação a colegiados superiores e sinalizou longinquamente para uma futura reforma da gestão financeira e patrimonial.The text analyses the behavior of expenditures of the University of Brasília (UNB), emphasizing its own revenues, in the context of the financing of Federal Institutions of Higher Education (FISHE), and deals with the university support foundations in preliminary proposals for a higher education reform bill of President Lula Government Administration. The public funding of UNB does not differ substantially from that of FISHE, in which falling resources relative to enrollment growth have prevailed; these are viewed within the framework of a hegemonic crisis of the university and of policies aimed to heterogeneity in the federal system. UNB has a high share of expenditures with its own revenues, and has been increasingly dependent on them, but most has been used up in their production, indicating that public funding is the key to quality standards. The first proposal for a higher education bill brought remarkable innovations for the financing of FISHE, but the second rejected many of the original innovations. It demanded transparency on the actuation of the university support foundations, and their subordination to parent institutions; it also remotely waved towards a future reform of the rules governing the management of FISHE finance.

The intention of this work is to do the mapping of the many problems that critical thinking (CT) is confronted with in the inside of law schools, taking these in their institutional role as well as tangible manifestations of legal culture. I address the significance of CT, reflecting on its philosophical origins and its possibility in our time, a time that is marked by a crisis of paradigms. We will move from theory to a more pragmatic approach based on skills, only to find different sets of difficulties. Today’s higher education institutional learning tradition is characterised by the conception and implementation of reforms which, in turn, are dominated by notions of business and commercial ethics, that are adding up to the positivist predominance that is still reigning upon legal education. Este trabajo pretende realizar una descripción de los numerosos problemas con que se encuentra el pensamiento crítico (PC) dentro de las escuelas de derecho, entendidas desde su papel institucional pero también como manifestaciones tangibles de la cultura legal. Se destaca la importancia del PC, reflexionando sobre sus orígenes filosóficos y su posibilidad en el momento actual, marcado por una crisis de paradigmas. Después de realizar un análisis teórico, se va a pasar a realizar un enfoque más pragmático basado en habilidades, sólo para encontrar diferentes tipos de dificultades. La tradición actual de la educación superior institucional se caracteriza por la concepción e implementación de reformas que, en cambio, están dominadas por nociones de ética empresarial y comercial, que se suman al predominio positivista que sigue reinando en la educación jurídica. DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=2115429