Transatlantic recognition issues: seeking new directions in the twenty‐first century

Hunt, Erin

doi:10.1080/09695940802704112

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…The preliminary questionnaire was developed based on the accountability framework and on prior research (Boer & Goedegebuure, 2007; Huisman & Currie, 2004; Hunt, 2009; McLendon et al, 2006; Romzek, 2000; Webb, 2011). Then, it was modified and peer reviewed by a focus group of 43 participants (28 students studying undergraduate and postgraduate programs at five private universities, five academics from four universities, six management staff from three universities, and a member of governmental staff from the UGC).…”

Section: Methodsmentioning

confidence: 99%

“…Several studies have examined accountability issues in relation to HEIs in developed countries (Ball, 2007, 2009; Biesta, 2004; Boer & Goedegebuure, 2007; Dean, 1999; De Lissovoy & McLaren, 2003; Huisman & Currie, 2004; Hunt, 2009; Olssen, Codd, & O’Neill, 2004; McLendon, James, & Russ, 2006; Tikly, 2003; Webb, 2011). The key condition with accountability is dependent on an axiological argument (Ball, 2009).…”

Section: Accountability Frameworkmentioning

confidence: 99%

“…Second, the Accountability of Academics involves university teachers’/instructors’ specialized degree(s) in their respective fields, assessment criteria, feedback, required office hours, effective communication via email or blackboard, and caring about students’ academic issues (Huisman & Currie, 2004). Third, the Accountability of the Regulatory Framework encompasses existing laws such as the Private University Act (1992, 2010), and the effective implementation of the national regulatory framework (Hunt, 2009; Romzek, 2000). Fourth, the Accountability of the Government’s action is concerned with the rapport between the government’s role (via the Ministry of Education and the UGC of Bangladesh) and HEIs, as well as considering political pressure and corruption (TIB, 2014; TI, 2014; Webb, 2011).…”

Section: Accountability Frameworkmentioning

confidence: 99%

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Accounting for Accountability: A Critical Reflection on the Private Higher Education in Bangladesh

Nurunnabi

2015

Administration & Society

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The World Bank has pioneered the concept of “private” in developing countries with the aim of creating economic and social sustainability since the 1990s. This study examines private universities by focusing on the accountability framework in Bangladesh. Using a multi-method approach (a survey of 1,046 students from all 52 universities in the country and policy documents from 1992-2014), the study reveals that weak macro accountability (specifically, a vague regulatory framework, lack of enforcement, government leniency, and corruption) is a contributing factor in the unsuccessful drive for higher growth of private higher education institutions (HEIs). The study also raises a question on the success of the Washington Consensus in a developing country. The findings demonstrate that urgent attention is required from the Bangladesh government and donor agencies (The World Bank, the UNESCO, and the International Monetary Fund [IMF]).

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Section: Methodsmentioning

confidence: 99%

Section: Accountability Frameworkmentioning

confidence: 99%

Section: Accountability Frameworkmentioning

confidence: 99%

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Accounting for Accountability: A Critical Reflection on the Private Higher Education in Bangladesh

Nurunnabi

2015

Administration & Society

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Evaluation of engineering double-degree programs in Sweden: results of the Lund Focus Groups

Culver

Wärfvinge

Grossmann

et al. 2011

European Journal of Higher Education

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Striving for Uniformity, Hoping for Innovation and Diversification: A Critical Review concerning the Bologna Process – Providing an Overview and Reflecting on the Criticism

Wihlborg

Teelken²

2014

Policy Futures in Education

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The implementation of the Bologna Process (BP) did not go as smoothly as the Bologna Follow--Up evaluations suggest, and the consequences of the BP for the various European higher education systems and universities are much more diverse than represented in these various studies. Relatively few research and policy documents taking up a more critical stance are currently available while a systematic overview of such studies is still lacking. Purpose of this paper is to provide an overview and consequently reveal the most prominent views concerning the BP, as well as emphasize the critical developments over a longer time period. A longitudinal literature review was carried out, consisting of 161 studies between 2004--2013, resulted in a final selection of 91 studies. Our paper demonstrates that the studies available in our search show that issues concerning challenges, tensions and critical viewpoints about BP exist and yet confirms that further research is called for. It is further suggested that the impact of the BP discourse would benefit from the adaptation of a continuously critical reflective approach, as an on--going part in the overall discussion about the BP.

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Transatlantic recognition issues: seeking new directions in the twenty‐first century

Cited by 4 publications

References 7 publications

Accounting for Accountability: A Critical Reflection on the Private Higher Education in Bangladesh

Accounting for Accountability: A Critical Reflection on the Private Higher Education in Bangladesh

Evaluation of engineering double-degree programs in Sweden: results of the Lund Focus Groups

Striving for Uniformity, Hoping for Innovation and Diversification: A Critical Review concerning the Bologna Process – Providing an Overview and Reflecting on the Criticism

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