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The Australian Universities Accord Final Report marks a defining moment in how Indigenous issues are framed in the context of Australian Higher education. The Accord adopts the principle that “First Nations should be at the heart of the tertiary education system” arguing that First Nations leadership and self-determination are key elements of progress, offering the best chance for effective measures that support the success of First Nations people. This paper examines opportunities for the Accord to move beyond equity and inclusion, transforming our approach to Indigenous research and knowledge systems. Key opportunities include strengthening and expanding our Indigenous academic pipeline and prioritising and investing in Indigenous-led research. These two issues are fundamental to fostering a thriving Indigenous research ecosystem and promoting innovative policy and practice that addresses socio-economic challenges and strengthens Indigenous self-determination. [ABSTRACT FROM AUTHOR]

In the eight years following the 2014 university system reform in Peru, there has been sustained growth in the scientific production of the Peruvian universities, evident by an increased number of publications in indexed journals compared to the pre-reform period. Using administrative data, the article investigates if the growth of scientific production is associated with the research-strengthening conditions of the Peruvian licensing model. Despite the low institutional research legacy in the university system, there is a strong association of the regulation linked to the university reform process in the production of academic articles. This result is robust to different specifications. Equally important is showing that this change has allowed universities with a limited research legacy to enhance their research output, which could be attributed to their increased necessity to adapt to a research-oriented approach already established by other universities. [ABSTRACT FROM AUTHOR]

This study explores the meta-conceptualization of the high-quality education system in China from multiple perspectives. It intends to analyze the current literature related to the construction of high-quality education system, sort out and summarize its connotation, characteristics, elements, problems, and countermeasures, to deepen the cognition of this important issue. The ontological analysis of high-quality education system, the epistemological analysis of high-quality education system, and the practical analysis of high-quality education system have been explored in this study. In addition, the conclusion and remark have been offered in this study. [ABSTRACT FROM AUTHOR]

European advocates of Liberal Arts and Sciences education often claim that this educational model is highly effective at teaching students a range of generic, transferable, or 21st-century skills, which are thought to be vital for success in the labour market of the future. However, there is little empirical research into whether and how these programs do so. This paper examines how European Liberal Arts and Sciences students experience how their programs teach them generic skills. It is based on a significant number of interviews with students from a range of programs across Europe. It concludes that a multidisciplinary curriculum with significant freedom of choice, active student-centred pedagogy with open assessment, and an emphasis on academic community are experienced as key features that foster the development of generic skills. This finding both confirms and expands the current theoretical understanding of generic skills acquisition, as well as yielding several suggestions for how other programs might teach these skills better. [ABSTRACT FROM AUTHOR]

Background: This paper investigates the impact of Ecuador's Ley Orgánica de Educación Superior (LOES), enacted in 2010, which mandated comprehensive reforms in higher education. Objective: The objective of this study is to determine whether the implementation of the LOES has led to a significant increase in academic publications in Ecuador, thereby contributing to sustainable educational practices and aligning with the Sustainable Development Goals (SDGs). In this context, sustainability refers to the ongoing capacity of higher education institutions to generate research that contributes to the long-term development of knowledge, aligns with global sustainability goals, and ensures educational practices that are responsive to societal needs. Methods: Using a synthetic control method, this study evaluates the impact of the LOES on the number of academic publications recorded in Scopus. A synthetic control consisting of data from countries with similar educational and economic profiles serves as a counterfactual to Ecuador's situation. Results: Before the LOES, the average annual number of publications was stable at 253.4 per year. Post-2010, this number surged, reaching an average of 3645.84 publications per year, representing a 358.41% increase. By 2023, the actual number of publications in Ecuador rose to approximately 6584, significantly surpassing the synthetic control estimate of 1431 publications. Conclusions: The findings confirm that the LOES has been effective in increasing research output and advancing educational sustainability in Ecuador. This analysis not only contributes to the literature on the impact of educational policies but also demonstrates the utility of synthetic control methods in assessing policy effectiveness, underscoring the potential of targeted interventions to promote academic excellence and sustainability in education. [ABSTRACT FROM AUTHOR]

We examine the political power exerted by Italian rectors by investigating the preferential treatment received by the organisational subunits they belong to in terms of personnel resource allocation. During the rectors' mandate, their organisational subunits tend to grow significantly more (by ∼9%) than the others. The effect persists even after the implementation of the New public management-inspired policy – the Gelmini reform. [ABSTRACT FROM AUTHOR]

The aim of the research is to examine the implementation processes and results of the "New Generation University Design and Transformation Project" carried out by Atatürk University in line with higher education reform movements in the context of new generation university standards. Case study, one of the qualitative research methods, was used in the research. Data were collected through document analysis. Documents, archive records, working documents, all news and explanations about the project, project development and evaluation reports, strategy documents, workshop result reports were analyzed as part of the document analysis. According to the results of the review, the areas of improvement in terms of the educational mission of the "New Generation University Design and Transformation Project" are the increase in program accreditation by more than 300 percent, the expansion of program self-evaluation studies, and the elimination of deficiencies in course information packages. The aspects of the project that are open to improvement in terms of the educational mission are; limited program monitoring and updating practices, lack of graduate monitoring systems or inability to obtain effective and efficient results, lack of dissemination of different teaching methods and techniques, the existence of faculties without accredited programs, lack of peer evaluation practices, lack of structuring education, research and social contribution processes in relation to each other. Areas of improvement in terms of the "research" mission of the project are the existence of defined processes and practices for research strategy and objectives, and the establishment of monitoring mechanisms for research processes. On the other hand, there is room for improvement in that the results of the monitoring of research processes are not evaluated sufficiently and improvements are limited, information management systems for monitoring performance indicators are used at a limited level, and practices for developing research competence are limited. The area of improvement for the social contribution mission area of the project is that there are defined processes and practices for the social contribution strategy and objectives. The areas open for improvement are that the results of the monitoring of social contribution processes are not sufficiently evaluated and information management systems for monitoring improvements and performance indicators are used at a limited level. [ABSTRACT FROM AUTHOR]

The Russian system of the professional sociological education, if we date its institutionalization to the creation of the first sociological faculties in the USSR in 1989, has functioned for more than thirty years. However, in the coming years, this education will have the most difficult period in its development due to the transition to a new two-level model of higher education and to the adoption of the Federal State Educational Standard of the 4th generation (FSES 4). The implementation of these plans creates certain challenges: 1) sociological training would lose the status of an independent enlarged group of specialties (EGS) and would be included into the political sciences EGS; 2) the suggested program of joint training of sociologists with representatives of political sciences in the first two years of study would reduce the study time for mastering sociological academic disciplines; 3) there are certain contradictions between the basic and specialized levels of higher education due to the suggested expanded opportunities for basic-level graduates to enroll in graduate school. Moreover, such issues as the target numbers for the EGS, mechanisms for their distribution between areas of training and possibility of simultaneous training in ‘related’ specialties have not been resolved. These challenges create risks for sociology of maintaining its status of a specialty, and, ultimately, a threat to its independence and identity. The author suggests some measures to develop the professional sociological education and to maintain its status under the current reform of the national higher education system, which is primarily the restoration of the sociological EGS in the List of Areas of Training in Higher Education, which would make the new FSES 4 focus on the related areas of training and improve the quality of sociological education.

This article develops a country case study on the Polish higher education (HE) system governance regime by using the governance equalizer model to analyse how each reform over the last three decades has altered its formal power structure. In particular, we focus on the most recent HE governance reform (Law 2.0), which has not yet been addressed from a system governance perspective. Findings show Poland's enduring unfitness in any ideal-type HE governance theoretical framework. Despite a series of reforms, the Polish power-sharing arrangement is still a compromise that combines the preferences of policymakers towards the market model with the legacy of the institutionalized, deeply-entrenched, and change-resistant academic self-governance model reintroduced in 1990. Thus, even after Law 2.0, Polish HE system governance is still stuck at a crossroads of academic self-governance and market models because the past is constraining feasible policy alternatives and new policies are adapted to existing principles. [ABSTRACT FROM AUTHOR]

This article turns to Sylvia Wynter's writings to understand the ways in which the normative functioning of the Canadian university--its Likewise pedagogies--are always already grounded in the overrepresentation of (white Western) Man as synonymous with humanity such that Black and Indigenous lives are negated. It uses this analysis to understand what is at stake for Black communities in universities' institutional claims to address anti-Black racism in the post-George Floyd moment. It then turns to a meditation on the foundations upon which Otherwise pedagogies--broadly defined as the work meant to disrupt the Likewise pedagogical project of the university and its role in perpetuating the coloniality of being--might be conceived, even if only as interim measures, to pursue a vision for teaching, learning, and knowing otherwise within institutions that have characteristically resisted becoming otherwise. [ABSTRACT FROM AUTHOR]

To obtain more financial freedom, universities and especially their chairs and institutes have to establish a well functioning and reliable financial management and accounting system. Currently, chairs have different technical solutions for these systems, each of which must react individually to external changes and require a high effort to adapt their reports. Thus, they rely on either commercial accounting software, which is not tailored to their specific needs, or standard spreadsheet software making use of complex sheets and cross-references which are error-prone and hard to adapt. We have used domain models and code synthesis methods to create an enterprise information system. This paper shows how models reflect user requirements, evolve with changing requirements and how they impact an agile, model-driven engineering process. The resulting system simplifies the planning of financial management and accounting by university chairs. [ABSTRACT FROM AUTHOR]

In the ever-changing realm of higher education, the rapid progression of technology and the shifting needs of the professional landscape have compelled the re-evaluation of teaching methods. Through this study, thorough examination of current pedagogical practices in universities has been conducted, taking into consideration the viewpoints of both educators and students. This research explores the potential for fresh, pioneering approaches, offering valuable perspectives to the ongoing conversation surrounding academic transformation. Through a comprehensive survey, the beliefs of faculty members and students were thoroughly captured, with the goal of pinpointing which traditional educational techniques are seen as obsolete, and which are crucial for preparing tomorrow's workforce. The findings indicate a clear preference for traditional teaching methods, such as lectures and seminars. However, there is also a recognition that these methods must adapt and integrate innovative techniques. The consensus among scholars emphasises the crucial role of digital literacy in modern curricula, highlighting its necessity in preparing capable and well-rounded professionals for the future. The results call for a shift in pedagogy, encouraging a multidisciplinary approach and the practical utilisation of knowledge. This study sheds light on the difficulties of aligning academic concepts with practical application, emphasising the role of higher education in nurturing a globalised, engaged, and interconnected population. As a result, educational strategies must evolve to mirror the societal shift towards a more united and interconnected global community. This research highlights the need for universities to shift towards a model that prioritises hands-on participation and collaboration in tackling complex, real-world issues. The responsibilities of educators have evolved from being the main providers of knowledge to becoming mentors and guides in facilitating students' transformative educational experiences. This study is promoting an educational system that meets the demands of the digital age while maintaining academic rigour and fostering curiosity. It is imperative for institutions to be flexible and forward-thinking, continually adapting and innovating their pedagogical approaches to remain effective for students in a rapidly evolving world. This study should serve as a reminder that the educational landscape must continuously evolve to meet the diverse and ever-changing needs of our society. It calls for a renaissance in education, one that is deeply attuned to the complexities of our times. Above all, it celebrates the impactful and transformative effects of thoughtful and well-crafted educational policies on both individuals and societies, reaffirming the enduring power of learning. [ABSTRACT FROM AUTHOR]

In the knowledge society today, there is a strong need for providing continuous lifelong learning opportunities. Recently, the Covid-19 pandemic has acted as a catalyst for technology enhanced learning, involving new challenges for higher education. The main focus for this study has been the ongoing reform of higher education for providing lifelong learning opportunities. This study is the second phase of a Delphi study on higher education reform. Data were gathered by email interviews with an expert panel, where all respondents have genuine knowledge in the field of technology enhanced lifelong learning. The interview answers were analysed according to the Grounded Theory concepts of open coding and axial coding. The central main category for the axial coding was 'Higher education reform for the provision of lifelong learning opportunities. This category was later found to be dependent on 'Infrastructure', 'Multimodal delivery', 'Pedagogical change', 'Financial aspects', and 'Quality and organisation', 'Digital literacy', 'Accessibility', and 'Equity, diversity and inclusion'. [ABSTRACT FROM AUTHOR]

In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new forms for teaching and learning deployment. This ongoing transformation was formulated in a research question that has guided this study: 1) Which key themes of lifelong learning emerge from higher education literature? This study was carried out as a scoping literature review to map literature in the field. Findings from a thematic analysis pointed out seven main themes or perspectives: The Policy perspective, The Value perspective, The Employability perspective, The Reform perspective, The Collaborative perspective, The Student perspective and The Workplace learning and Professional development perspectives. Five publications of the 26 selected publications from the literature search will be further used and analysed as part of a Delphi study. This Delphi study will involve a group of leading researchers in the field of lifelong learning as an expert panel to further explore and expand the key themes of lifelong learning in higher education and digital trends in higher education reforms. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Public Finance Studies / Maliye Çalismalari Dergisi is the property of Journal of Public Finance Studies / Maliye Calismalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: This paper investigates the impact of Ecuador’s Ley Orgánica de Educación Superior (LOES), enacted in 2010, which mandated comprehensive reforms in higher education. Objective: The objective of this study is to determine whether the implementation of the LOES has led to a significant increase in academic publications in Ecuador, thereby contributing to sustainable educational practices and aligning with the Sustainable Development Goals (SDGs). In this context, sustainability refers to the ongoing capacity of higher education institutions to generate research that contributes to the long-term development of knowledge, aligns with global sustainability goals, and ensures educational practices that are responsive to societal needs. Methods: Using a synthetic control method, this study evaluates the impact of the LOES on the number of academic publications recorded in Scopus. A synthetic control consisting of data from countries with similar educational and economic profiles serves as a counterfactual to Ecuador’s situation. Results: Before the LOES, the average annual number of publications was stable at 253.4 per year. Post-2010, this number surged, reaching an average of 3645.84 publications per year, representing a 358.41% increase. By 2023, the actual number of publications in Ecuador rose to approximately 6584, significantly surpassing the synthetic control estimate of 1431 publications. Conclusions: The findings confirm that the LOES has been effective in increasing research output and advancing educational sustainability in Ecuador. This analysis not only contributes to the literature on the impact of educational policies but also demonstrates the utility of synthetic control methods in assessing policy effectiveness, underscoring the potential of targeted interventions to promote academic excellence and sustainability in education.

Higher education in Taiwan has undergone major changes since 1994. Both the appeals of civil society groups and the content of official reports and subsequent policies are full of neoliberalism discourses. This article conducted document analysis and philosophizing methods, and adopted critical pedagogy as a theoretical framework to achieve the following four research purposes. The first is to analyze the neoliberal discourse within globalization, focusing on academic capitalism and new public management, which have significantly impacted higher education; the second is to review and reflect on Taiwan's 30 years of development of higher education reform through official reports and higher education-related policies; the third is to explore the impact of neoliberalism on higher education, especially the important aspects of governance, curriculum, teaching, learning and teachers in universities; and the fourth is to rethink how future higher education institutions, along with their teachers and students, can break through neoliberalism's influences. Ultimately, this article proposed that universities must re-establish themselves as democratic public spheres in the face of the destruction of democratic values by neoliberal discourse, with university teachers and students as transformative public intellectuals to jointly defend the publicity and social responsibility of higher education. [ABSTRACT FROM AUTHOR]

This article describes the knowledge economy to understand the position of higher education in the creation and distribution of knowledge to make reasonable decisions for the development of society. It explains the role of higher education institutions as sources of knowledge producers and disseminators for the better development of Pakistan. It has focused on the measures taken to ensure the creation of higher education institutions and also discusses the previously unstable state of education and all the relevant problems. This article elaborates on the role of Musharraf's regime in reforming Higher Education to develop a knowledge economy for raising living standards within the society. Musharraf's government had taken productive steps to improve the quality of Higher Education by establishing an autonomous institution named Higher Education Commission (HEC) to promote scientific and technical knowledge. The purpose of HEC was to produce skilled workers in the shape of Doctors, Engineers, PhDs, and IT specialists to develop more competitive service sectors in Pakistan. It reveals that Musharraf's government had increased the education budget to create a knowledge economy in Pakistan by prompting Higher education culture for the socio-economic development of Pakistan. [ABSTRACT FROM AUTHOR]

Pakistan introduced the Tenure Track System (TTS) as a new performance‐based reform in public universities in 2005. The purpose of this study is to understand the experiences of higher education authorities, university leaders and tenure‐track faculty about the implementation of this reform. This is a qualitative interpretive study and utilised a nested case study design, focusing on two cases—Science Faculty and Social Sciences and Humanities Faculty in a large provincial university. It utilises three perspectives taken from organisation theory—instrumental, cultural and myth perspectives. The main results show instrumental problems of hierarchical authority and horizontal coordination, lack of expertise to implement, cultural compatibility problems through active resistance from some groups and active use of symbols to modify the impression of a challenging reform implementations. Summing up, this is a Western‐inspired reform that meet challenging conditions in Pakistan, making is rather less successful. [ABSTRACT FROM AUTHOR]

Foreign students in China may have difficulty adjusting to Chinese culture and may experience mental health problems related to acculturation, interpersonal issues, and social communication within the context of campus life. Therefore, this study attempts to apply a collaborative ethnography approach to explore the adjustment to Chinese culture and mental health issues among foreign students on Chinese campuses during the COVID-19 pandemic. We spent 16 months exploring the feelings and perceptions of 82 foreign international undergraduate students at six Chinese higher education institutions regarding their adjustment to Chinese culture and gathered their suggestions about how to address the mental health issues experienced by foreign learners in China. The results show that international students tend to have a limited understanding of Chinese culture and rely on very few channels for information—in particular, the Internet, teachers' lectures, and daily life—which can easily result in mental health problems and thoughts of marginalization. In addition, the results showed that international students' mental health problems are subjectively positively correlated with their own personality, cultural intelligence, and cultural identification ability and objectively related to their cultural distance and all aspects of the educational work of international students. It is suggested that Chinese higher education institutions should strengthen their attention to the mental health of international students in China and promote international students' cross-cultural adaptation abilities and understanding of Chinese culture. [ABSTRACT FROM AUTHOR]

Crisis makes bold policy actions possible. In responding to socioeconomic and technological ruptures, policymakers create new imaginaries or revitalise existing ones. With the Australian Government's Job-Ready Graduates (JRG) reform during the COVID-19 pandemic as an empirical case, this paper shows how crisis instrumentalism and policy imaginaries intersect to effect swift policy changes. Drawing on a thematic analysis of key documents that constitute the JRG reform, we highlight three findings. First, the reformers used a new crisis context to repackage pre-existing policy agendas. Second, in justifying the timeliness of the reform, rather than constructing new imaginaries, the Government reactivated old neoliberal visions of society and the economy. Finally, the reform agendas are characterised by reductionist accounts of the value of university education, a nativist view of the future workforce, and the omissions of key issues: research training, social justice, and the urgency of decarbonising the economy. We close the paper by arguing that crisis makes swift reform possible to the extent that key actors can mobilise new or pre-existing policy imaginaries. [ABSTRACT FROM AUTHOR]

When metaphors appear in a text in clusters within the same source domain, they are usually referred to as an extended metaphor (Gibbs, 2015; Naciscione, 2016; Semino, 2008; Shutova, 2015; Thibodeau, 2016; Werth, 1994). This creates a coherent narrative or a scenario (Musolff, 2016) encoding the evaluation of a particular socially-contested issue. The present study analyses how the evaluation of higher education reform in Lithuanian media is manifested through extended metaphor and whether negative evaluations prevail. For this investigation, a corpus of Lithuanian media texts on higher education reform was examined within the frameworks of Critical Metaphor Analysis (Charteris-Black, 2014) and scenarios (Musolff, 2016). The findings show that, when extended metaphors are ascribed positive, negative or mixed values and categorised into mini-narratives, leitmotif narratives and long narratives, they usually (24 out of 28) follow negatively and often death-related and ironically encoded narratives with differently twisted scenarios. This study, therefore, shows a persistent attempt by the media to evaluate the ongoing reform negatively. [ABSTRACT FROM AUTHOR]

There is a need to understand sessional staff experiences of professional development in universities, and as academic developers play a key part in university teaching and learning, they are well placed to provide this insight. The aim of this phenomenological study was to explore academic developers' perceptions of support and development for sessional staff in universities. A national multi-institutional qualitative study was conducted with seven academic developers in five Australian universities. Findings highlight sessional staff development is not prioritised in universities, but there may be opportunities to enhance support for sessional staff at the department level. [ABSTRACT FROM AUTHOR]

The enactment of the 2018 Law on Higher Education and Science, known as Act 2.0, introduced numerous changes in the functioning, organization and structure of universities. The Act also applies to academic libraries operating within Polish universities. This article aims to describe and discuss the role of the modern academic library as a unit of the university. Changes in the functioning and organization of university libraries will also be discussed. This article will also pose questions concerning the future of these libraries, the place they should occupy in the university hierarchy, and the degree of independence they should enjoy.

The schism that exists between UK architecture academics and architecture practitioners is now a significant issue because the practical-knowledge gap within the profession has diminished the status of the architect as an important member of the construction team. This opinion article explores the need for tutor training in architecture education. This article draws on findings from an investigation of teacher training and staff development in Higher Education to show that the ARB, RIBA and UK Schools of Architecture could begin to develop a professional teaching and CPD framework to support architect-tutors as a way of bridging the divide between academia and practice. This article argues that if educators and practitioners can work together more harmoniously, the UK architecture profession stands a better chance of meeting a challenging and unpredictable future.

The systemic, paradigm crisis that has engulfed civilization today determines the need for a deep qualitative reorganization of the economic and managerial mechanism of Russian society. The most important and priority task in this regard is the formation of a "corps of qualified managers". To effectively solve the problem of forming a corps of qualified managers, a deep, integrated reform of science, education and industry with access to new factors of economic growth is necessary. The most important of the subtasks here is the formation of a “Smart (intelligent, digital) university” 4.0, which, in turn, should act as an element of the scientific and technological collaboration “University-Science Research Organizations-Industry” (University-SRO-Industry). The aim of the study is to develop a concept for the formation of a qualified manager of the economic mechanism by the forces of the Russian University 4.0, which is an element of the University-SRO-Industry collaboration. The development of the topic was carried out in the system paradigm, namely, the most important provisions of the theory of systems and the system approach applied to the analysis and modeling of social systems were used. The key results containing scientific novelty and having practical significance include: Firstly, the development and refinement of a number of concepts in the system paradigm, including: “system development”, “system sustainable development”, “system functioning”, “system functional efficiency”, and others. Secondly, the development of a concept for the formation of a qualified manager of the economic mechanism of Russia by the University 4.0. The concept substantiates approaches to a radical increase in the level of scientific character of university management education. The analysis carried out and the proposed solutions open up opportunities for reforming university education in management specialties, and will also be useful for the formation of the University 4.0 development program and for the sovereignization of homeland education in general. It should be noted that for the effective implementation of the above proposals, research should be continued, firstly, in the direction of clarifying and detailing the stated provisions, and secondly, in the field of assessing the possibility of embedding the proposed models in the macro-organizational structure of the university 4.0.

Both the transformation from innovation systems to innovation ecosystems and university reforms in such a context require a renewed understanding of the nature of universities and their roles in society. While the recent flourishing concepts about new models of universities suggest that the notion of an entrepreneurial university needs to be replaced by a more suitable concept to capture the unprecedented changes in universities in the societal transformation, the features of a new model of university described by these concepts can hardly fit into a consistent framework. This paper responds to this research gap by integrating both conceptual and empirical literature about the transformations or reforms of universities, mainly in the European context. Our major research findings are as follows. First, we identified characteristics of an ideal-type university in innovation ecosystems, named a sustainable entrepreneurial university (SEU), in comparison with those of an entrepreneurial university. Second, we elaborated on three emerging roles of the SEU in innovation ecosystems. Third, we found that while a transition from entrepreneurial universities to SEUs can be seen in European university reforms, the paces of the transformations vary. At the end of the paper, we discuss the scholarly and policy implications of our research findings. [ABSTRACT FROM AUTHOR]

Metaphor may express a positive or negative evaluation (Charteris-Black, 2014 ; Musolff, 2016). The paper aims to study how the predicative function of metaphor is manifested in the discourse of contemporary social concerns. The study was carried out within the framework of Critical Metaphor Analysis (CMA), which was employed in order to determine how metaphors reflect attitudes towards higher education reform in Lithuania. The results show that the concept QUALITY is understood as an OBJECT and evaluated through bipolar oppositions where the first element of the opposition is positively connoted while the second acquires a negative connotation. The evaluation of the concept REFORM is carried out through the source domains of MOVEMENT, LIVING BEING, OBJECT and CONFLICT and is based on whether metaphors are used by the proponents of the reform or by the opposition. [ABSTRACT FROM AUTHOR]

Higher education in China is the high-end and leading part of the whole education system. The development height of higher education to some extent represents and determines the height of national development. China's higher education plays an irreplaceable and decisive strategic role in the realization of Chinese-style modernization. This study explores the idea of modernization of Chinese-style higher education from the perspective of a policy narrative analysis. The background of the modernization of Chinese higher education, the core idea of modernization of Chinese higher education, connotation, and characteristics of the modernization of Chinese higher education have been analyzed in this study. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Políticas Públicas is the property of Revista Brasileira de Politicas Publicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the internationalization policy of higher education in China from multiple perspectives. It examines the contexts of China's higher education internationalization policy, the historical development of China's higher education internationalization policy, the problems faced in the implementation of the internationalization policy of higher education in China, and the countermeasures and suggestions, contextually. In addition, the conclusion and remark have been provided in the last. [ABSTRACT FROM AUTHOR]

The subject of research is the formation of skills of creative design in the specialty “Tourism ". The aim of the article is to develop a universal design algorithm, the study and application of which would guarantee a high level of assimilation of necessary information, development of creative abilities of students and mastering skills of similar projects. The task of the research is to analyze the professional training of service specialists, to expand the educational and methodological support of tourism specialist training, to propose a new algorithm of investment design for the tourism sector. Research methods. The following general and specific scientific research methods were used in the research process: system approach, methods of logical generalization and comparison, scientific abstraction, methods of synthesis, logical generalization and analogies and foreign scientists and leading experts, analytical materials on the research problem. Results of work. The analysis of professional training of service specialists has been carried out, the educational and methodological support of tourism specialist training has been expanded, a new algorithm of investment design for tourism has been proposed. The obtained results of the research can be used by the educational departments of HEIs of Ukraine to expand educational and professional programs, educational complexes, curricula and work programs. Conclusions: It was found: the implementation of the investment component in modern tourism education requires future professionals in the field of tourism knowledge and skills to develop investment projects, an important factor in the effectiveness of which is favorable for professional self-realization of future professionals; a set of unresolved problems of tourism education related to the readiness of specialists to create and implement investment projects, in particular, in terms of goals, content, learning technologies; the author's position is substantiated that the basis of the content of training of future tourism specialists should be design activities as such, which allows to reveal their creative potential and be embodied in a specific tourism product.