Excellence in Higher Education (E-Journal)
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Adaptation to the Bologna Process: The Case of Turkey
Full text linkThe Bologna Declaration of 19 June 1999 was signed by 29 ministers responsible from higher education in their countries. The explicit purposes of the Bologna Process were to increase the comparability and readability of degrees across all member state higher education systems. The aim of the Bologna Process is to have a common bachelor’s–master’s–doctorate system in all of European Union member countries. The Bologna Process is the process of creating the European Higher Education Area and is based on cooperation between ministries, higher education institutions, students and staff from 47 countries, with the participation of international organizations. It has been a major reform initiative in the last two decades. This article describes with the dynamics of Bologna Process and the European Union’s growth and jobs strategy. It concentrates on the origins and applicability of the Bologna Process. Further, it reviews the applications and implementation of the Bologna Process in the Turkish higher education system. Besides, its effects to Turkish higher education sector are discussed
The Role of Education in Transforming the Potential Social Skills of College Students
Full text linkThis study advances “transformation” as the role of education in changing individual lives, and offers it as central to a theoretical framework that enables one to understand college education and the development of students in institutions of higher learning. Using a qualitative analytical approach, with in-depth field interviews, this research proposes a model that clarifies the process by which students are transformed into fully potential individuals as a consequence of their college experience. Education transforms both societies and people in a particular direction by shaping and reshaping their patterns of thoughts, means of problem solving and ways of life. This will then contribute to further individual and social transformation. This study finds that the process of education enables significant changes in students by contributing to the social skills that transform their identity and ultimately their society
Acculturative Experiences Among Indonesian Graduate Students in US Higher Education: Academic Shock, Adjustment, Crisis, and Resolution
Full text linkThe purpose of this qualitative inquiry was to describe and understand the lived experiences of the acculturative process of Indonesian graduate students at an American public research university. The theoretical frameworks of Oberg’s (1960) Culture Shock Model and Berry and his colleagues’ (1987) and Berry’s (2006) Acculturation Stress Model were used to guide this study. Data for this study were collected through a demographic background survey, in-depth interviews, and focus group discussions with Indonesian graduate students. The demographic data were analyzed descriptively. The interviews and focus groups data were analyzed using within-case and cross-case displays and analyses (Miles and Huberman 1994). Five salient themes and sub-themes that emerged were: academic shock, adjustment, crisis, resolution, and what helps/does not help? Implications and strategies for professionals and scholars who work with international students in practice, education, and policy are discussed. In addition, strategies to promote Indonesian graduate students’ academic and social success in graduate programs are included. Suggestions for future research are also discussed
Building Teachers’ Understanding of Classroom Action Research: A Rural Case Study in Indonesia
Full text linkIndonesia Open University (UT: Universitas Terbuka) is a large, open university delivering distance education to students throughout Indonesia. An important aspect of its mission is to provide opportunities for Indonesian teachers to improve their education in-service. This includes two courses on classroom action research. In order to assess the effectiveness of these courses and, if necessary, improve them, a team of lecturers from UT conducted an investigation of the challenges teachers were facing in learning to conduct classroom action research through the UT modules. The team found that the modules did not adequately reflect an understanding of the actual characteristics of the teachers they were serving and were thus less effective than they might be in teaching teachers to conduct classroom action research. Changes in both the content and scheduling of the modules are recommended in order to more effectively promote classroom action research in Indonesian schools. Key Words: Classroom Action Research, Distance Education, Indonesia, Teacher Developmen
Private Regional Universities as Alternatives to World Class Universities: Achievable Goals for Developing Nations
Full text linkA predominant discussion in Asian higher education is the identification and value of world class universities. The pressure to develop world class universities is coming from two sectors. First, the governments themselves see a world class university as a critical prerequisite to moving innovation into the economy and thereby moving the economy ahead and also as a source of status and prestige for the country. Second, parents who are keenly aware of the best universities in the world apply pressure to have equally prestigious universities in their native countries. Although world class universities move the frontiers of knowledge ahead, and clearly help their nation by providing a source of scientists and educated professionals via their graduate schools, many students, especially undergraduates, may be better served by regional universities with emphasis on pedagogy at the undergraduate level. The purpose of this article is to propose that regional private universities provide an alternative, not a replacement, to large research universities as a meaningful investment for both the regional economy and the student
The Implementation of Inclusive Education for Students with Special Needs in Indonesia
Full text linkOver the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students’ reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the forms of funding, coaching, and facilities were mostly provided by provincial governments and by the Directorate of Special Education
The Private University Sector in Argentina: A Limited and Selective Expansion
Full text linkThe expansion of the private university market was part of a global trend that grew vigorously at the turn of the twenty first century. Although private demand has long dominated Southeast Asian countries, Latin America has also witnessed a dramatic shift toward non-public options since the early 1990s. However, not all countries in the region reacted alike, and Argentina can be an exception to this global private expansion. In fact, the State is still the dominant actor, fulfilling its role as the main demand-absorber of post-secondary students. In a market where the private sector was not always “welcomed,” the objective is to study the development of the private university market in Argentina, paying special attention to the main particularities of this growth. This dynamic will be studied from an isomorphic approach to understand what have been the main consequences in terms of organizational forms and practices before a dominant and controlling State
RETRACTED ARTICLE: Global Assessment in the World Bank Education Strategy 2020
No full textThis article examines the language of global accountability as well as the recommended tools used to assess the quality of higher education as noted in the new World Bank Education Strategy 2020. This article concludes that intended learning outcomes often reflect ideological dispositions and when imposed on countries considered “developing,” have the potential to replicate the pattern of placing greater value on knowledge produced in “developed” countries. This trend may continue to relegate developing countries to the role of consumers in the knowledge economy