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2017 | OriginalPaper | Buchkapitel

1. Issues in International Higher Education

verfasst von : Vani Kant Borooah

Erschienen in: The Progress of Education in India

Verlag: Springer International Publishing

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Abstract

Borooah reviews three issues in higher education that have a universal concern affecting several countries including India. The first of these is university rankings which grade the world’s universities. Although the ambition of most university heads is to have their institutions occupy a place of honour in these rankings, a moot point is whether they serve any useful purpose. An argument against university “beauty contests” is that they take no account of students’ learning experience while at university and, in discussing this second issue, Borooah expands on the nature of learning. The third issue is group-preference in admission to higher education: how is it structured and does it help or hinder its beneficiaries?

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Nächstes Kapitel Inequality of Access to Education

Shin and Toutkoushian (2011).

See “IREG Raking Audit” in http://ireg-observatory.org/en/information (accessed on 23 December 2016) and also http://ireg-observatory.org/en/pdfy/ranking_audith_audit.pdf for details of the IREG audit process. The QS and the THE supplied a common ranking (QS-THE) till 2009 when they parted ways to offer separate rankings.

Measured using a global survey in which academics are asked to identify the institutions where they believe the best work is currently taking place within their own field of expertise.

By asking employers to identify the universities they perceive to be producing the best graduates. A higher weighting is given to votes for universities that are cited by employers based in other countries.

QSR collects citation information using Scopus, one of the world’s largest databases on research abstracts and citations.

The THE Rankings are based on: 30 percent for teaching, 30 percent for research, 30 percent for research citations, 7.5 percent for international outlook and 2.5 percent for industry income. The Shanghai rankings are entirely based on research achievements including counting Nobel laureates among alumni and staff.

As a publicly funded institution, the IIT is constrained in terms of admissions by the Indian government’s policy (discussed in some detail in Chapter 5) of reserving a proportion of places for students from certain caste and tribal groups. See also, Altbach (2006b) on this point.

Grewal et al. (2008), using university rankings as published in the US News and World Report’s America’s Best Colleges, showed that improving reputation resulted in a greater change in rank for low-ranked universities (in the vicinity of rank 40) than it did for higher ranked universities (in the vicinity of rank 10).

Graham and Thompson (2001). As Fallows (2003) has remarked, “the system has become ‘marketized’ in the sense that its participants need increasingly to think of themselves in business terms” (p. 105).

The student/faculty ratio in the QSR reflects the degree of interaction possible between students and their teachers which, in turn, could be interpreted as a proxy for a good “learning experience”.

Indeed, as Altbach (2012) has expressed it: “India’s higher education can be characterised by a sea of mediocrity in which some islands of excellence can be found” (p. 585).

Indiresan (2007).

Indeed, it is anecdotally easier to get into a top university in the USA than to secure a place in one of the elite colleges of Delhi University (Najar, 2011).

Krishna (2013); Rahman (2012).

Interview with Kancha Ilaiah, Times of India, 15 February 2013, http://timesofindia.indiatimes.com/interviews/Kancha-Ilaiah-Even-if-10-dalit-children-got-Englisheducation-India-would-change/articleshow/18503625.cms? (accessed 24 April 2016).

Since 2008, the elite Indian Institutes of Technology are also required to apply reservation quotas to faculty hiring (Altbach, 2009).

Thorat (2004). The National Commission for Backward Classes has also demanded that a proportion of private sector jobs be reserved for the backward classes http://www.hindustantimes.com/india/government-panel-wantsobc-quotas-in-private-sector/story-RmRRgStR9M8IoTBEgRjQHK.html (accessed 31 December 2016).

In the state of Assam, the existing Scheduled Tribes oppose the demand of six other tribes to be so designated because they fear, quite naturally, that gruel of benefits will be thinned. (Samudra Gupta Kashyap, “Demand for Tribal Status Becomes Louder in Assam”, Indian Express, 24 October 2016, http://indianexpress.com/article/explained/demand-for-tribal-status-assam-3099402/ (accessed 12 December 2016)). In their search for downward mobility, the Patels of Gujarat and the Jats of Haryana both seek to downgrade from their current “forward class” status to join the Other Backward Classes while the Gujjars of Rajasthan want to downgrade further from their current Other Backward Classes status and be reclassified as a Scheduled Tribe.

Abigail Fisher versus the University of Texas. See Sander and Taylor (2012) for an account of affirmative action policies in the USA.

For evidence of mismatch see Frischano and Krishna (2016) for India and Sander and Taylor (2012) for the USA.

Altbach, P.G. (2006a), “The Dilemmas of Ranking”, International Higher Education, 42: 1–2.

Altbach, P.G. (2006b), ““The Achilles Heel of India’s High-Tech Future: World-Class Universities”, International Higher Education, 44: 16–17.

Altbach, P.G. (2009), “The Giants Awake: Higher Education Systems in China and India”, Economic and Political Weekly, 44: 39–51.

Altbach, P.G. (2012), “Afterword”, In P. Agarwal (ed), A Half-Century of Indian Education, New Delhi: Sage Publishers, pp. 582–594.

Arum, R. and Roksa, J. (2011), Academically Adrift: Limited Learning on College Campuses, Chicago: University of Chicago Press.

Astin, A.W. (1996), “Involvement in Learning Revisited”, Journal of College Student Involvement, 40: 587–597.

Babcock, P. Marks (2011), “The Falling Time Cost of College: Evidence From Half a Century of Time Use Data”, The Review of Economics and Statistics, 93: 468–478.CrossRef

Bok, D.C. (1990), Universities and the Future of America, Durham NC: Duke University Press.

Dill, D.D. (2009), “Convergence and Diversity: the Role and Influence of University Rankings”, In B.H. Kehm and B. Stensaker (eds), University Rankings, Diversity, and the New Landscape of Higher Education, Rotterdam: Sense Publishers, pp. 97–116.

Dill, D. D. and Soo, M. (2005), “Academic Quality, League Tables, and Public Policy: A Cross-National Analysis of University Ranking Schemes”, Higher Education, 49: 495–533.CrossRef

Fallows, J. (2003), “The New College Chaos”, The Atlantic Monthly, November, pp. 105–130.

Federkeil, G. (2009), “Reputation Indicators in Rankings of Higher Education Institutions”, In B.H. Kehm and B. Stensaker (eds), University Rankings, Diversity, and the New Landscape of Higher Education, Rotterdam: Sense Publishers, pp. 19–34.

Frisancho, V. and Krishna, K. (2016), “Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch”, Higher Education, 71: 611–649.CrossRef

Graham, A. and Thompson, N. (2001), “Broken Ranks”, Washington Monthly, September, pp. 9.

Grewal, R., Dearden, J.A., Lilien, G.L. (2008), “The Universities Ranking Game: Modelling the Competition Among Universities for Ranking”, The American Statistician, 62: 232–237.CrossRef

Indiresan, P.V. (2007), “Prospects for World-Class Research Universities in India”, In P.G. Altbach and J. Balán (eds), World Class Worldwide: Transforming Research Universities in Asia and Latin America, Baltimore: Johns Hopkins Press, pp. 95–121.

Johnson, V.E. (2003), Grade Inflation: A Crisis in College Education, New York: Springer-Verlag.

Kirp, D. (2005), “This Little Student Went to Market”, In Hersch, R. and Merrow, J. (eds), Declining by Degrees: Higher Education at Risk, Basingstoke: Palgrave Macmillan, pp. 113–130.

Krishna, A. (2013), “Making it in India: Examining Social Mobility in Three Walks of Life”, Economic and Political Weekly, XLVIIII: 38–49.

Kuh, G.D. (2003), “What We’re Learning About Student Engagement from NSSE: Benchmarks for Effective Educational Practices”, Change, 38: 24–32.CrossRef

Kuh, G.D. and Pascarella, E.T. (2004), “What Does Institutional Selectivity Tell Us About Educational Quality”, Change, 36: 52–58.CrossRef

Labianca, G., Fairbank, J.F., Thomas, J.B., Gioia, D.A. and Umphress, E.E. (2001), “Emulation in Academia: Balancing Structure and Identity”, Organization Science, 12: 312–330.CrossRef

Mahajan, N. (2007), “The Cream of India’s Colleges Turns Sour”, Far Eastern Economic Review, 170: 62–65.

Menand, L. (2011), “Live and Learn”, The New Yorker, June 6.

Najar, N. (2011), “Squeezed Out in India, Students Turn to the U.S.,” New York Times, October 14, 2011.

Rahman, M. (2012), “Language Exodus Reshapes India’s Schools”, The Guardian, May 15, 2012. Accessed from http://www.theguardian.com/education/2012/may/15/india-schools-english.

Reddy Y.M. (2015), “Kannada as Medium of Instruction in Primary Schools Opposed by Citizens”, DNA India, April 7, 2015. Accessed from http://www.dnaindia.com/bangalore/report-kannada-as-medium-of-instruction-in-primary-schools-opposed-by-citizens-2075459

Sander, R.H. and Taylor, S. (2012), Mismatch: How Affirmative Action Hurts Students I’s Intended to Help and Why Universities Won’t Admit It, New York: Basic Books.

Shin, J.C. and Toutkoushian, R.K. (2011), “The Past, Present, and Future of University Rankings”, In J.C. Shin and R.K. Toutkoushian (eds), University Rankings: Theoretical Basis, Methodology and Impacts on Global Higher Education, Heidelberg: Springer-Verlag.CrossRef

Sowell, T. (2004), Affirmative Action Around the World: An Empirical Study, New Haven: Yale University Press.

Thorat, S. (2004), “On Reservation Policy for Private Sector”, Economic and Political Weekly, 39: 2560–2563.

Usher, A. and Meadows, J. (2009), “A Global Survey of University Rakings and League Tables”, In B.H. Kehm and B. Stensaker (eds), University Rankings, Diversity, and the New Landscape of Higher Education, Rotterdam: Sense Publishers, pp. 3–18.

Williams, J. and Kane, D. (2008), Exploring the National Student Survey: Assessment and Feedback Issues, York: The Higher Education Academy.

Titel: Issues in International Higher Education
verfasst von: Vani Kant Borooah
Verlag: Springer International Publishing
Buch: The Progress of Education in India
Print ISBN: 978-3-319-54854-8

Electronic ISBN: 978-3-319-54855-5

Copyright-Jahr: 2017
DOI: https://doi.org/10.1007/978-3-319-54855-5_1