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This paper begins with the argument that within modern-day society, engineering has shifted from being the scientific and technical mainstay of industrial, and more recently digital change to become the most vital driver of future advancement. In order to meet the inevitable challenges resulting from this role, the nature of engineering education is constantly evolving and as such engineering education has to change. The paper argues that what is needed is a fresh approach to engineering education – one that is sufficiently flexible so as to capture the fast-changing needs of engineering education as a discipline, whilst being pedagogically suitable for use with a range of engineering epistemologies. It provides an overview of a case study in which a new approach to engineering education has been developed and evaluated. The approach, which is based on the concept of scholarship, is described in detail. This is followed by a discussion of how the approach has been put into practice and evaluated. The paper concludes by arguing that within today's market-driven university world, the need for effective learning and teaching practice, based in good scholarship, is fundamental to student success. [ABSTRACT FROM PUBLISHER]

Higher education in Europe has undergone remarkable transformations over the last two decades. Germany is a very interesting case in point here. While the country was labeled as a laggard in the process, over the last decade the pace of higher education reforms in Germany has grown considerably. This paper will focus on the by now visible effects of these remarkable transformations, which have led to numerous consequences that go beyond the explicit intentions of policy-makers. Unintended consequences resulting from rapid institutional change will be discussed with regard to research, third-mission activities, and structural reforms concerning governance and organization. It can be assumed that, due to a variety of such unintended consequences, also in other European countries the next decade will be shaped by efforts aiming at reforming the reforms, re-regulating the significant changes brought about during the last two decades. The paper closes with a brief discussion of the necessary linkages to three related interdisciplinary research areas, from which both higher education research and policy-making will benefit, and a summary of the main points of the paper. [ABSTRACT FROM AUTHOR]

The aim of this paper is to identify key challenges facing Japan's higher education since the early 1990s and their impacts on major research themes. In this paper key challenges include those resulting from the decline in the 18-year population, the cultivation of high-quality university graduates, the incorporation of national universities, the diversification of higher education systems, and globalization and internationalization of higher education. The paper concludes by arguing that challenges facing Japan's higher education and research are unquestionable and considerable. Because several challenges are different from that of any other countries, Japan has to find out solutions to tackle them by its own efforts. Furthermore, in response to these challenges, there has seen an evident transformation in a vast majority of higher education research institutes and centers from a purely academic-based research to more practical and operational research. Besides, at a policy level, numerous research themes and agenda have been developed and implemented by the Japanese government. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe actions designed to foster interdisciplinary research efforts at a major university in the UK. The study employed a descriptive mixed method case study approach to collecting and analysing the data used to draw its conclusions. One hundred and twenty-seven academic staff responded to the survey. The results of the survey were verified by 25 interviews with heads of colleges, heads of schools, research coordinators, research team leaders, and team members. These interviews were supported by document review to support the findings. Leadership is important at the college and university levels if interdisciplinarity is to thrive. According to the data, this seems to have not yet occurred at this particular institution. The university has done well with most of the big structures that enrich and support interdisciplinarity. However, ‘small’ structures such as clarity of meaning, motivation of staff, misalignment of old structures, time and workload, and loss of identify have impeded the move to university wide interdisciplinarity. A series of three recommendations are made to move the interdisciplinary project forward: stay clear on focus, extend the benefits of serendipity to more people, and remember that one size does not fit all. [ABSTRACT FROM PUBLISHER]

Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global contexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality. [ABSTRACT FROM PUBLISHER]

Similar to other European countries, the introduction of non-academic, especially managerial, criteria in higher education has shaped and altered Austrian universities since over a decade. This paper presents the results of a frame analysis of Austrian higher education debates from 1993 until 2010. It outlines how reforms in higher education were prepared and enhanced by a new policy discourse, with a special focus on the way gender equality is framed in reform debates. Our article describes three core frames: ‘from local to global’, ‘from ivory tower to business’ and ‘from civil servant to excellence’. We cluster these three frames around imaginations of space that are embedded in the normative foundations of academia, and discuss how this links up with arguments for gender equality. We furthermore propose to analytically separate two conceptions of the university: the ‘entrepreneurial’ and the ‘managerial’ university. [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]

In this paper we examine the creation and expansion of the English university system. We show how the enormous increase in student numbers, which began with the Robbins Report (1963), led to successive governments cutting universities' funding and compelling them to act more like business enterprises than educational institutions. In turn, vice-chancellors have become more similar to powerful chief executives, collegial forms of control have been significantly reduced and academic staff increasingly work in an environment in which they are told what to teach, how to teach, what research to conduct and where to publish. However, we show that this can be dysfunctional not only for staff, but also for senior managers. In place of this dysfunctional centralism, we argue for a win-win form of collegiality, which is compatible with rapid decision-making at the university centre and effective execution of change at the local/departmental level. [ABSTRACT FROM AUTHOR]

Academic capitalism is currently a widely studied topic amongst higher education scholars, especially in the United States. This paper demonstrates that the theory of academic capitalism also provides a fruitful perspective for analysing the restructuring of Finnish higher education since the 1990s, although with reservations. It will be argued that many reforms in Finnish universities since the 1990s, and especially in the early 2000s, have integrated Finnish universities more tightly with the new knowledge-based economy. As some recent empirical studies indicate, activities and practices related to academic capitalism remain, however, unevenly distributed among different disciplines, and workers in Finnish universities tend to experience increasingly contradictory demands. [ABSTRACT FROM AUTHOR]

Effective dissemination is crucial if innovation and development in teaching and learning in higher education are to lead to sustainable changes in practice. In 2003, King used an agricultural metaphor to challenge innovators to understand the purposes behind their dissemination aims. Similar to the way that seed can be spread, one could choose to widely scatter the information, and hope it grows wherever it lands; one could actively direct the scattering; or one could nurture and propagate future adoption in an ongoing manner. A recent investigation into dissemination strategies used in Australian teaching and learning innovation grants shows that certain dissemination strategies might make the ground more fertile and receptive to the seeds sown. To those engaged in funded projects grappling with translating project outputs and outcomes to sustainable changes in practice, this paper offers a framework and tools designed to help prepare the soil and cultivate change. [ABSTRACT FROM AUTHOR]