Needs, expectations and responses: New pressures on higher education

Abstract

Faced with economic constraints, the governments of Western industrial countries are subjecting higher education to sharper scrutiny, and are looking for new guides to difficult policy choices. I n many countries, the expectations of higher education held by specific groups have come to carry greater weight in policy-making as a proxy for analysis of national needs. This article draws on evidence from Austria, Japan, Sweden, the United Kingdom, the United States and West Germany to review the changing expectations of the major groups affected by higher education the increasingly influential employers of graduates, the consumers of research, young people and their families, "new" groups such as women and adult students, and others; compares these expectations with broader political interpretations of the needs of the community for equality, investment and other functions; and describes the responses of government and of institutions of higher education.

Revitalizing the role of values and objectives in institutions of higher education: Difficulties encountered and the possible contribution of external evaluation

“…Institutional renewal may require that increased attention be given to these relationships as opportunities for constructive response. Fulton (1984), for instance describes how institutions in various countries respond to needs expressed through the political process and to expectations of members of various specific groups such as employers of graduates, consumers of research, young people and their families, women and adults, and others. Brown (1974) catalogs the variety of forms through which external evaluation of an institution may occur.…”

“…His approach would make assessments responsive to clients, participants, and "audiences." An assessment can benefit from perception of the needs of participants and other concerned parties (Fulton, 1984), as well as from attention to performance relative to prestated objectives. Scriven (1972) has advocated goal-free evaluation, wherein an external evaluator avoids both awareness of formal objectives and interaction with program staff.…”

“…The points have intentionally been stated in general terms in order not to foreclose alternative approaches and breadth of application. 9 Provision for institutional awareness of the needs and expectations of the various "clients" of the college or university (Fulton, 1984), and balance between institutional responsiveness and institutional autonomy. 9 Review of the optimality of the basic objectives of the institution, and its goals, established standards, etc., in the context of the motivating purposes of those sponsoring the institution, the resources available, and the opportunities that are open.…”

New politics of higher education: Hidden and complex

“…This is certainly the case for most public universities in both the United States and abroad. Their support environment has changed radically in the last decades, due in part to the consequences of expanded enrollments and its subsequent contraction -and due to other external structural factors such as the rapid rise in demand for competing social services, including public health and welfare, unemployment protection or public safety (Gardner, 1981;Fulton, 1984;OECD, 1983;Williams and Blackstone, 1983). 0018-1560/85/$03.30 9 1985 The relations between state and university have changed.…”

Trends of diversification and expansion in Israeli higher education

“…The nature of higher education is changing all over the world and its essence is being redefined. Many theorists of higher education agree that higher education systems will become more diverse and differentiated in the 1990s (Ball 1990;Bimbaum 1983;Cerych 1989;Fulton 1984;Lynton and Elman 1987;Neave 1986;Wasser 1989Wasser , 1990. Not all will undertake research or postgraduate courses, and continuing education will move from the fringes to become a mainstream activity of higher education.…”