Universities search for the new normal after Brexit

Posted in Fees, access and admissions on April 2nd, 2021 by steve

“German and United Kingdom representatives of universities and higher education organisations have discussed the post-Brexit future of UK-German academic relations, including how to plug the glaring gap in the UK’s Turing Scheme, the replacement for participation in the European Union’s mobility and exchange scheme Erasmus+ …” (more)

[Michael Gardner and Brendan O’Malley, University World News, 1 April]

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Are we asking the right questions about gender equality in higher education?

Posted in Governance and administration on April 2nd, 2021 by steve

Ireland“In Ireland for the first time, after 429 years, the male dominance of the Presidency of Irish public universities has been shattered. Women have been appointed to head up four of the 10 public universities (University of Limerick – Prof Kerstin Mey; Munster Technological University, Prof Maggie Cusack; Maynooth University, Prof Eeva Leoinen; and one of the three women in contention in Trinity College Dublin) …” (more)

[Pat O’Connor, Irish Examiner, 28 March]

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Leaders of Irish Universities Are No Longer Only Men

Posted in Governance and administration on April 2nd, 2021 by steve

Ireland“Until last summer, no Irish university had been led by a woman. Next week, four of 10 universities will be led by women. The election of Trinity College Dublin’s first female provost will cap a remarkable 12 months for Ireland’s traditionally male-dominated higher education leadership, with almost half of the country’s universities soon to be led by women. Until last summer none of Ireland’s universities had ever appointed a female president, but that 428-year tradition of male leadership was brought to an end last July …” (more)

[Jack Grove, Inside Higher Ed, 2 April]


‘First year university students’ perception of autonomy: an individualistic approach’

Posted in Teaching on April 2nd, 2021 by steve

Abstract: Autonomy has been considered both as a precondition and a crucial learning outcome of higher education. Recent research has been focusing on measuring university students’ autonomy or its development. However, whether and how students’ autonomy can be measured quantitatively is still debatable. Although autonomy is known as a changing process and varies among individuals, it is agreed that students’ learning behaviours are largely affected by their perceptions; very few studies, however, have examined students’ own perception of autonomy. This study, therefore, adopts a longitudinal qualitative approach to investigate the changes in students’ own perceptions of autonomy over five different times during their first-year study in a Hong Kong University, and examine the relationship between the perceptions and behaviours of their autonomy. Using in-depth semi-structured interviews with eight first-year students, the study found that although the participants held some common understanding of autonomy, they also demonstrated various interpretations of this concept. They also had a slightly different focus on different dimensions of autonomy, which were affected by their own individual experiences. An individualistic approach is therefore proposed to understand students’ development of autonomy.

Feng Ding and Baohua Yu, First year university students’ perception of autonomy: an individualistic approach, Journal of Further and Higher Education, https://doi.org/10.1080/0309877X.2021.1905154. Received 10 August 2019, accepted 12 March 2021, published online: 1 April 2021.