Reform of higher education governance structures in Poland

Waligóra, Anna; Górski, Marcin

doi:10.1111/ejed.12491

Cited by 13 publications

(8 citation statements)

References 9 publications

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“…Quantitative and qualitative development of higher education [45], [46], [47], [48], [49], [50], [51], [52], [53], [54], [12].…”

Section: Universitymentioning

confidence: 99%

Presenting a Systematic Framework of Factors Influencing the Policy of University Governance Transformation

Seyed Mehdi Alvani

2024

pst

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Objective: This article uses the ultra-compound method to provide systematic framework of effective factors. Method: Meta-composition method is choosing 470 related articles and research in 2000-2024 from Web of Science citation index. This research is qualitative and interpretive paradigm aiming to discover the characteristics of development policy governance. Also, in terms of research time, it is cross-sectional. Results: The characteristics of this new approach to transition of governance can be seen in four categories; The role of the state, university, society and the market. Each of these four groups also has parts below. Conclusion: The issues of "power and policy developments, policy processes improvement" and "Information exchange,trust and diverse", the researchers have had more and more different research on issues of "qualitative and quantitative development" and "raising of the student's generation" and have not been studied in different dimensions. On this basis and regarding the importance of policy issues, implementation of policies, future research can pay more attention to the recent two dimensions. The findings of this study can be useful for applying new approaches to improve governance transformation in different policy fields. DOI: https://doi.org/10.52783/pst.290

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“…Quantitative and qualitative development of higher education [45], [46], [47], [48], [49], [50], [51], [52], [53], [54], [12].…”

Section: Universitymentioning

confidence: 99%

Presenting a Systematic Framework of Factors Influencing the Policy of University Governance Transformation

Seyed Mehdi Alvani

2024

pst

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“…It is possible, however, that full members under the pilot programmes, and those who have joined the alliances more recently, will continue their participation as associated partners, despite the inability to receive EU funding under the scheme (together with Swiss institutions which from 2022 are funded by the national government). Poland has been undergoing significant governance reforms since 2018, but it has only begun to implement a new HE policy of internationalising and transforming HEIs to increase their competitiveness in late 2020 (Waligóra & Górski, 2022); since then, it has notably increased its participation at the highest rate among EU MS, with eight new HEIs joining the existing alliances.…”

Section: Geographical Patternsmentioning

confidence: 99%

The European Universities initiative: between status hierarchies and diversity

Lambrechts¹,

Cavallaro²,

Lepori³

2023

Preprint

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Using a dataset of higher education institutional alliances within the framework of the European University initiative (EUi), we test empirically whether the policy-defined goal of a relative balance between excellence and inclusiveness within the scheme has been achieved. Specifically, we provide a descriptive and analytical account of the diversity of the higher education institutions (HEIs) participating in the EUi, the composition of- as well as the mechanisms behind the formation of individual alliances. We observe that alliance formation activated the deep sociological mechanisms of hierarchisation, with the alliances largely reproducing the existing hierarchy of European HEIs. Specifically, we argue that the global level stratification hierarchy cast by rankings influences the participation of individual institutions and–although to a more limited extent–the formation/structure of the alliances. Further, we demonstrate that the EUi has strengthened existing ties since most alliances thus far have built on existing forms of collaboration. However, we also show empirically that some of the distinctive policy design measures, namely the requirement for broad geographical coverage and generically framed rules for participation, as well as opening the initiative to new alliances and encouraging enlargement of the existing ones, have generated opportunities for involvement of the lower-status institutions. This broadened the scope of the EUi beyond the core of top-ranked research universities located in the knowledge production centres of Europe. We suggest that these observations may have important implications for how the intended extension of the EUi may be implemented in the future.

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“…Big Data collects massive amounts of data on the Internet and stores these data in categories to form a huge database, which is easy to find and study, and at the same time, through data mining, valuable information in related industries or fields can be obtained. Big data adaptive learning means that on the basis of big data, knowledge of various disciplines, research results in various fields, teachers' lecture notes and teaching insights, classic teaching cases, test banks and answer explanations, and readers' reading experiences are categorized and collected according to subject areas [18]. Students are able to learn the knowledge points through online learning or offline downloading so that they can carry out personalized learning and also communicate and discuss with teachers online.…”

Section: Big Data Adaptive Learning Systemmentioning

confidence: 99%

Analysis of the construction and reform path of preschool education professional practice courses in the context of computer big data

Zheng

2023

Applied Mathematics and Nonlinear Sciences

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This paper first uses the big data adaptive learning system to facilitate students’ mastery of knowledge points, improve their learning performance, and stimulate their interest in learning. Then, the practical curriculum of preschool education is realized through curriculum facilities, curriculum objectives, curriculum content, curriculum organization and implementation, and curriculum evaluation. Next, the QFD entity model for quality assurance of preschool education personnel training is established. The realistic basis for the construction of the model is also elaborated, and the conceptual framework of the QFD model for quality assurance of higher education personnel training is proposed and comprehensively analyzed. The results show that the cooperative group learning approach is more favored by students, up to 64.44% in the practical courses. The number of graduates who chose to work in early education and other industries increased by 10%. It shows that improving students’ personal comprehensive quality can adapt to society’s comprehensive demand for professionals.

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Reform of higher education governance structures in Poland

Cited by 13 publications

References 9 publications

Presenting a Systematic Framework of Factors Influencing the Policy of University Governance Transformation

Presenting a Systematic Framework of Factors Influencing the Policy of University Governance Transformation

The European Universities initiative: between status hierarchies and diversity

Analysis of the construction and reform path of preschool education professional practice courses in the context of computer big data

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