Welfare Reform on the Web (November 2002): Education - Overseas

BROKERS AT THE BOUNDARY: ACADEMY-INDUSTRY LIAISON IN CANADIAN UNIVERSITIES

D. Fisher and J. Atkinson-Grosjean

Higher Education, vol. 44, 2002, p. 449-467

As scientific research has taken on increasing economic significance, so research management has become a priority for universities and the state. Over the last 20 years, Industry Liaison Offices have become an established part of the infrastructure of Canadian universities. The managers of these offices are quintessential boundary workers charged with translating science into intellectual property.

CHANGING KNOWLEDGE REGIMES: UNIVERSITIES IN A NEW RESEARCH ENVIRONMENT

I. Bleiklie and H. Byrkjeflot

Higher Education, vol. 44, 2002, p. 519-532

It is generally agreed that "knowledge" has acquired a new and more all-encompassing meaning today, yet this has not strengthened confidence in and support for traditional universities. On the contrary, it is often claimed that they have outlived their usefulness. This apparent paradox may be explained 'by considering the more utility-oriented conception of knowledge that is gaining ground.

 DEMOGRAPHICS, DIVERSITY, AND K-12 ACCOUNTABILITY: THE CHALLENGE OF CLOSING THE ACHIEVEMENT GAP

W. L. Bainbridge and T. J. Lasley

Education and Urban Society, vol. 34, August 2002, p. 422-437

Article looks at the achievement gap that exists within American classrooms between white and minority ethnic students. It discusses the impact of social inequalities amongst ethnic groups, and calls for instructional practices that engender broad student participation and accountability measures that compare school districts fairly.

LEARNING EXCELLENCE: TOWARDS A LEARNING SKILLED AGE

L. Sedgmore

Organisations and People, vol. 9, Aug. 2002, p. 2-11

Article argues that a debate on the nature of learning, learning excellence, e-learning and the new paradigm of learning is needed to drive the learning age transformation.

LIFELONG LEARNING: IMPLICATIONS FOR INSTITUTIONS

B. Jongbloed

Higher Education, vol. 44, 2002, p. 413-431

Argues that in the knowledge-driven network economy higher education institutions require new ways of creating value. Wider choices for customers, greater convenience, improved relevance to needs and increased emphasis on learning general (rather than purely vocational) skills are elements of such a strategy. Institutions should move towards customer-oriented provision, where courses are developed in response to user needs. This has far-reaching implications for the curriculum, the concept of research, interaction with students, and relationships with other institutions.

PARTICIPATION AND EXCLUSION: A COMPARATIVE ANALYSIS OF NON-TRADITIONAL STUDENTS AND LIFELONG LEARNERS IN HIGHER EDUCATION

H. G. Schuetze and M. Slowey

Higher Education, vol. 44, 2002, p. 309-327

As part of the process of expansion and heterogenization, new groups of students who were traditionally under-represented in, or excluded from, higher education, have come to participate in increasing numbers. Paper demonstrates how an examination of ways in which higher education systems respond to non-traditional students provides a fruitful basis for a comparative analysis of recent developments. Analysis of the experiences of ten countries reveals that two key policy objectives apply to all:

• using higher education to achieve greater social equality
• ensuring that people have access to higher education over the life course.

THE PROBLEM OF POST-COMMUNIST EDUCATION: THE ROMANIAN EXAMPLE

M. Tascu, J. Noftsinger and S. Bowers

The Journal of Social, Political and Economic Studies, vol. 27, 2002, p. 203-226

Article examines the crucial role of education in transforming post-communist society. It demonstrates the issues by drawing on the experiences of Romania during its first post-revolutionary decade.

RACIAL GAP IN THE TEACHERS' PERCEPTIONS OF THE ACHIEVEMENT GAP

J. Uhlenberg and K. M. Brown

Education and Urban Society, vol. 34, 2002, p. 493-530

This paper looks at Black and White teacher's perceptions of possible causes of, and potential solutions to, the achievement gap between white and minority ethnic students in the US.

STRATEGIES BY NORWEGIAN UNIVERSITIES TO MEET DIVERSIFIED MARKET DEMANDS FOR CONTINUING EDUCATION

E. Brandt

Higher Education, vol. 44, 2002, p. 393-411

Explores the different strategies employed by Norwegian universities to respond to diversified demand for continuing education. Six strategies are discussed:

• development of short courses to update professionals;
• flexible modes of delivery aimed at attracting people in employment;
• adaptation of specialised graduate courses for delivery to professionals;
• offering interdisciplinary graduate level courses leading to master's degrees;
• creating new interdisciplinary courses for target groups;
• developing commissioned or contract continuing education in collaboration with a customer.