Invited Plenary Speech, CAMAN 2012, Wuhan, China Recent Trends of Higher Education and Challenges...

Invited Plenary Speech, CAMAN 2012, Wuhan, China

Recent Trends of Higher Education and Challenges for

Management

Dian-Fu Chang, Professor Tamkang University, New Taipei City

22 New Challenges in the 21st Century

Contents

11 Trends of Higher Education

33Models of Higher Education Management

55 Examples of Related Studies

44 Knowledge Production

1. Trends of Higher Education

Contemporary higher education has been influenced by two mega-trends—globalization and massification

In the twenty-first century, globalization has had a substantial impact on all of higher education, and simultaneously, massification has influenced the globalized academic environment.

According to UNESCO data, 165 million students participated in formal tertiary education worldwide in 2009; this is an increase of 65 million students since 2000 and a growth of 65% (UNESCO Institute for Statistics 2011).

Globally, the increase in the number of foreign students can be contrasted to the rise in tertiary enrolment.

Most countries currently view international academic mobility and educational exchange as critical components for sharing knowledge, building intellectual capital, and remaining competitive in a globalizing world.

In the United States alone, higher education is the fifth largest service export sector, with in-bound international students contributing US$17.7 billion to the economy each year (Bhandari & Chow 2009).

2. New Challenges in the 21st Century

Source: Jung Cheol Shin & Grant Harman(2009). New challenges for higher education: global and Asia-Pacific perspectives. Asia Pacific Educ. Rev. 10:1-13.

Globalization

Internationalization

Egalitarianism: Equality

• Access to higher education• Standardization of

curriculum/degree• Teaching-focused

Elitism: Excellence

• Quality of higher education• Knowledge production• Research-focused

• Massification

• Privatization

• Governance & Accountability

• Mobility of faculty and students

• Rankings, world-class university

2. 1 Challenges: Massification

Source: World Bank edstats data query, OECD Stat Extracts.

Tertiary enrollment

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

73.0

50.0

56.0

42.0

57.0

91.0

26.0

66.0

59.0

82.0

ratio(%)

Enrollment at Private Institution

Source: OECD Stat Extracts.

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

2.2

10.7 16.6

9.0

79.9 80.1

32.7 30.8

0.0

25.5

ratio(%)

2.2 Challenges: Privatization

Governmental Expenditure for Tertiary Education(%)

Source: OECD Stat Extracts.

Australia Czech France Germany Japan Korea Mexico Poland UK USA0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

56.1

85.7 85.6 91.4

41.7

16.7

87.9

80.6

62.7

46.9 47.8

80.7 82.8 84.1

33.7

24.3

69.0 74.0

66.9

34.7

year 1998 year 2005

ratio(%)

2.2 Challenges: Privatization

Proportion of International students (%)

2.3 Challenges: Internationalization

WCU by Language

Source: The Times ranking homepage.

Ranking 200 Univ. Ranking 300 Univ. Ranking 500 Univ.0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

English speaking Non-English speaking

ratio(%)

2.4 Challenges: WCU & Global Ranking

Teaching and Research

Systems

French Model German Model American Model

Ed-uca-tion

Re-sea-rch

dual system

Education & Research

integrated system

Education

Research

graduate &undergraduate

3. Models of Higher Education Management

State, University Managers and Professors

State

Univ. Manager

Professor

Continental Europe

British America

(Clark, 1983)

3.1 Locus of Higher Education Management

Management and University Relationships

State

QA Funding

HEIs

3.2 HE Systems: Quality Assurance & Funding Policy

0

100000

200000

300000

400000

500000

600000

700000

19

89

19

90

19

91

19

92

19

93

19

94

19

95

19

96

19

97

19

98

19

99

20

00

20

01

20

02

20

03

20

04

Year

HE B

udget

Total HE BudgetFormula-baseEvaluation-based

Notes: a) Unit: Million Korean Won.

b) Total budget is based on the Education Budget (from 1989 to 2004)

c) Formula-based budget is the total of conventional budget and the evaluation-based budget is the total of 11 funding projects that are designed to allocate budget based on institutional evaluation.

d) Sources: Annual Education Budget (Korean Ministry of Education, 1989-2005)

3.3 Change of Budget

Mechanism

4. Knowledge Production WorldwideTotal Publication

Source: US National Science Board, 2010

Source: US National Science Board, 2010

4.1 Knowledge Production: Share of

Publication by Country (%)

Source: US National Science Board, 2010

4.2 Knowledge Production:

Growth Rate of Publication (from 1995)

5. Examples of StudyIn the United Kingdom and the United

States, research and teaching quality ratings have influenced government funding for individual higher education institutions (Patrick & Stanley, 1998).

Meanwhile, the Ministry of Education in Taiwan has since 2005 promoted the “Teaching Excellence Project”, aimed at improving university teaching quality driven by a funding reward system.

5.1 Teaching Quality Assessment

We used SEM (structural equation model) analysis to test university teaching quality assessment model.

The five indicators, including resources, curriculum, teachers, counseling, and satisfaction with teaching, have a significant positive correlation with teaching quality

.85

teacher

.27Q1 e1

.52 .55Q2 e2.74

.51Q4 e4.71

.40Q5 e5

.63

.33Q7 e7

.58

.47Q15 e15

.68

1.00curriculum

.36

Q3

e3

.60

.55

Q10

e10

.74

.41

Q11

e11

.64

.39

Q13

e13

.47

Q14

e14

.69

.31

Q16

e16

.56

.49

Q19

e19

.70

.37

Q20

e20

.61

.62source

.44

Q23

e23

.66

.61

Q24

e24

.78

.55

Q25

e25

.74

.52

Q26

e26

.72

.91

councel

.29

Q6

e6

.36

Q8

e8

.51

Q9

e9

.47

Q17

e17

.69

.52

Q18

e18

.40

Q21

e21

.31

Q22

e22

.87satisfaction

.47

Q27

e27

.50

Q28

e28

.60

Q29

e29

.68

Q30

e30

Standardized estimates

.63

.25

quality_s.92

.79

.93

e101e102

e103

e104e105

1.00

.96

.78 .71.82 .69 .72.63.55 .71 .60 .54

Findings:1. Teaching quality questioned

after expansion in quantity of higher education;

2. The teaching quality at universities did not meet student expectations.

3. It needs assess university teaching quality regularly using the teaching quality assessment model.

5.2 Time Management for College Students

Fuzzy means, Defuzzification, and Distance of fuzzy interval numbers

ji CC ||

)1ln()1ln(

j

j

i

i

A

A

A

A

d(χ1, χ2)= +

Triangular fuzzy numbers

5.3 Fuzzy measure study abroad and…

• We applied the fuzzy measurement to collect the college students’ perceptions of their

campus life and their intention to stay at domestic campus or study abroad. • This study used the self-designed fuzzy questionnaire to collect the data from 289 college students in Taiwan.

An example of the self-designed fuzzy questionnaire:

The results revealed that fuzzy statistics can be applied to tackle ambiguity questions in different fields.

The fuzzy correlation provides more detail information to interpret what students have done and what they intent to do.

Study abroad by gender difference

Idea of fuzzy correlation

Testing of Fuzzy correlation

5.4 Fuzzy evaluating management performance and marketing strategies

Fuzzy evaluating management performance

TQM in Higher Education

The challenges: ◦Customer driven◦Data-intensive◦Result-oriented

ThanksDian-Fu Chang