Three doctoral studies in higher education: investigating Mexico, Taiwan and Indonesia

Date: Thursday, 7 April 2016 12:30 pm - 2:00 pm
Location: Room 828, UCL Institute of Education
Speaker(s):
  • Lorena Carrillo, UCL Institute of Education
  • Dai-Ying Yang, UCL Institute of Education
  • Elisa Brewis, UCL Institute of Education

Overview

Leadership, organisational culture and quality assurance systems: their impact in the performance of Technological Universities in Mexico (Lorena Carrillo)

In recent decades, massification, diversification, privatisation and internationalisation have radically changed tertiary education. The aim of this research is to investigate the impact on the Technological Universities in Mexico of three specific aspects of higher education: leadership, organisational culture and quality assurance systems. These three aspects have been the subject of many studies in multiple contexts, but mainly independently of one another. My analysis will focus on the role of human interactions.

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Taiwan?s international student policy: gaps between policy intentions and policy implementation (Dai-Ying Yang)

Taiwan?s Ministry of Education has put forward several plans to encourage universities to enrol international students and provide support services. The Ministry has set up mechanisms such as subsidisation plans and evaluation systems to steer universities towards its intended policy goals. However, there may be a gap between policy goals and policy implementation due to the different characteristics of Taiwan?s universities and the differing agency of its policy actors. The purpose of this study is to identify and explain any such gap and its implications. I will investigate working-life accounts of six government officials and 72 academic and non-academic staff in four types of university in Taiwan.

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Negotiated order: equity, accountability and quality in Indonesian higher education (Elisa Brewis)

Higher education systems are increasingly pitched as ?powerhouses of development? in low and middle income countries (Naidoo 2011). The Indonesian government has iterated the important role that higher education needs to play in the national development agenda: as a generator of economic productivity and innovation, and as a vehicle for consolidating social cohesion in a religiously and ethnically diverse country. Equity, accountability and quality reforms have been introduced to achieve this end. But what is the political significance of these reforms in the context of post-authoritarian Indonesia and the neo-liberalisation of higher education more generally? How have actors beyond the policymaking sphere, such as advocacy groups and universities themselves, ultimately shaped policy outcomes? I will address these questions using qualitative content analysis of 10 recent higher education reforms, and a multi-site case study of three Indonesian universities.

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