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This report presents evidence-based analysis of current strategies and practices in higher education institutions (HEIs) in Hungary towards a value-creating use of knowledge resources for innovation and entrepreneurship. The analysis and recommendations are highly relevant for policy makers and HEI leaders in other countries. Increased attention to innovation and entrepreneurship both from public policy actors and HEI leadership has triggered an incremental change process in the organisational culture of HEIs and a new approach to education and research for students and staff. HEInnovate is a joint initiative of the European Commission and the OECD to promote the innovative and entrepreneurial higher education institution across Europe and beyond (www.heinnovate.eu).
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Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book. The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.
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"This review of higher education policy in Mexico was requested by the Mexican Ministry of Education to take stock of progress since the last OECD review of the higher education system in Mexico, published in 2008, and to support development of the new government's National Development Plan and Sectoral Education Programme. The report examines the state of the higher education sector in Mexico and analyses key policies implemented by the federal and state governments. It assesses national governance and co-operation structures that help to guide the higher education system, and the relevance of existing national strategies. It also looks at public funding of higher education institutions, how the quality of higher education programmes is assured; and the extent to which the higher education system contributes to equity. The report concludes by exploring two key sectors of higher education: teacher education colleges and professional and technical institutions. A companion volume focusing on the labour market relevance and outcomes of higher education is also available: Higher Education in Mexico: Labour Market Relevance and Outcomes."--Page 4 of cover.
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The expansion of Israel's academic system through Regional Colleges led to increased accessibility to higher education among new populations. Assuming that reducing social gaps in this way may lead to increased social mobility, the book discusses whether the system's expansion had in fact contributed to reduced social gaps in Israeli society.
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In the publication My teacher self: Professional self-concept of a student teacher, the results of the qualitative research into the professional self-concept of students at the Faculty of Education at the Masaryk University in Brno, Czech Republic are presented. The theoretical part of the publication studies the concepts of self-concept and professional self-concept, and explains the significance of positive self-concept for the work of the teacher. The research presented is a grounded theory research using a multimethod approach for collecting data. Thus, the free response was proven a valid tool for studying professional self-concept. The part of the publication in which the results are presented highlights the dominant aspects of professional self-concept of teacher students and their relationship to the concepts of the self-discrepancy theory - the ideal, ought and actual selves. Furthermore, it examines the possible selves, i.e. the wanted and unwanted expectations of students from their future development in the role of the teacher. Attention is paid to the process of development of the professional self concept - to its key factors and individual stages. The publication also suggests possible or desirable interventions that can help the faculty educating the future teachers support the process of development of professional self-concept of undergraduate student teachers.
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