The content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial... Show moreThe content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial language. Likewise, a curriculum that is colonial in nature could in theory be delivered in any medium of instruction. This article argues that, seen from a macro perspective, this belief is incorrect. In African settings (and probably elsewhere as well), the medium of instruction and the content of that instruction are intricately linked. Evolution towards a decolonial educational system has to include a change in the medium of instruction if it is to be successful. Show less
Baas, M.; Schuwer, R.; Berg, E. van den; Huizinga, T.; Rijst, R. van der; Admiraal, W. 2022
The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might... Show moreThe affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers' personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities' aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities. Show less
Recent scholarly work on higher education institutions (HEIs) within an EU context has focused on how universities and their core activities have been affected by EU education policy. The... Show moreRecent scholarly work on higher education institutions (HEIs) within an EU context has focused on how universities and their core activities have been affected by EU education policy. The organisation of HEIs in order to shape European decision-making on higher education, mainly through their presence in Brussels, has received much less attention. This article therefore focuses on how HEIs organise their EU representation and explains their choice for a specific organisational form, distinguishing between individual (i.e. a Brussels office), collective (i.e. via an association) and mixed representation (the combination of both a Brussels office and membership of an association). After systematically mapping the organisational form of 250 HEIs, we apply a mixed methods design to test our hypotheses derived from previous research on interest representation and lobbying. Our findings illustrate that the distance from Brussels is a key factor in the decision to open a Brussels office or join an association, whereas financial resources appear imperative for combining both forms of representation. Furthermore, we identify additional underlying motives for choosing a particular mode of representation, in particular the importance of information exchange, visibility and networking. Show less
About ten years ago, an innovative instrument was developed to promote internationalization in European higher education institutions—a Certificate for Quality in Internationalization (Cequint). Th... Show moreAbout ten years ago, an innovative instrument was developed to promote internationalization in European higher education institutions—a Certificate for Quality in Internationalization (Cequint). The initiative fits well the contemporary governance philosophy that promotes voluntary instruments, an individualized approach, and an orientation towards transparency instead of control. While labels and certificates are becoming popular, their effectiveness is often questioned. In this paper we examine critically the value of Cequint and its potential for enhancing internationalization. The empirical results confirm that certified study programs outperform their uncertified peers. Partly the effect is explained by self-selection as internationally inclined programs are more likely to apply for the certificate, but there seems to be also a significant independent effect of the certification process. The paper suggests that a voluntary certification scheme can support organizational improvement by three mechanisms: by enhancing motivation, self-awareness, and expertize. Show less
Motivation: Higher education is regarded as a key instrument to enhance socioeconomic mobility and reduce inequalities. Recent literature reviews have examined inequalities in the higher education... Show moreMotivation: Higher education is regarded as a key instrument to enhance socioeconomic mobility and reduce inequalities. Recent literature reviews have examined inequalities in the higher education systems of high-income countries, but less is known about the situation in low- and middle-income countries, where higher education is expanding fast.Purpose: The article reviews the academic literature on higher education in low- and middle-income countries using a research framework inspired by social justice and capability approaches. It considers the financial, sociocultural, human and political resource domains on which people draw, and how they relate to access, participation and outcomes in higher education.Methods: A literature search for studies explicitly discussing in-country in equalities in higher education revealed 22 publications. Substantial knowledge gaps remain, especially regarding the political (and decision-making) side of inequalities; the ideologies and philosophies underpinning higher education systems; and the linkages between resource domains, both micro and macro.Findings: The review highlights key elements for policy-makers and researchers: (1) the financial lens alone is insufficient to understand and tackle inequalities, since these are also shaped by human and other non-financial factors; (2) sociocultural constructs are central in explaining unequal outcomes; and (3) inequalities develop throughout one’s life and need to be considered during higher education, but also before and after. The scope of inequalities is wide, and the literature offers a few ideas for short-term fixes, such as part-time and online education.Policy implications: Inclusive policy frameworks for higher education should include explicit goals related to (in)equality, which are best measured in terms of the extent to which certain actions or choices are feasible for all. Policies in these frameworks, we argue, should go beyond providing financial support, and also address sociocultural and human resource constraints and challenges in retention, performance and labour market outcomes. Finally, they should consider relevant contextual determinants of inequalities. Show less
A current trend in undergraduate education is the provision of authentic research activities that give students opportunities to develop essential skills for their discipline and a deeper... Show moreA current trend in undergraduate education is the provision of authentic research activities that give students opportunities to develop essential skills for their discipline and a deeper understanding of the fundamental concepts. Although much has been written about the benefits of incorporating research into undergraduate teaching and learning, many issues are still contested, indistinct, or even ambiguous. The central argument in this chapter is that authentic research opportunities (if well incorporated in learning activities and well supervised by teaching staff) can and should provide students with a valuable transformative learning experience, which gives students more than only an increase of skills, knowledge, and attitudes: it should give students a lived epistemological experience of what it means to construct knowledge in their discipline. In order to develop research-based teaching and learning activities which are transformative for students, we, educators and educational researchers alike, need to focus our efforts on developing new teaching approaches toward increasing the transformative nature of research-based education at our institutes. Show less
