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  • New - IAU / Palgrave Prize Essay Competition 2018-2019

    Thanks to, and in partnership with, Palgrave Macmillan, publisher of the Association’s research and reference works, IAU is pleased to invite you to submit a paper for the 2018-2019 prize essay competition. The prize-winner will receive 2,000€ and will be awarded to the most outstanding essay received from researchers, scholars, administrators from an IAU Member Institution or Organization. All Papers will be considered for publication in IAU’s research journal, Higher Education Policy.

    Theme

    The topic for this year’s competition is Higher Education in the Digital Era. Societies are increasingly relying on digital technology, what does this imply for higher education? How is higher education changing and adapting to a changing society? Digital transformations affect all levels of higher education from governance to education and research. Within the broad topic, a set of four sub-questions offers different entry point for contributions and opportunity for covering a variety of different aspects related to digital developments and higher education. IAU welcomes submissions that are critical of developments as well as submissions demonstrating progress.

    Higher education in the digital era:

    • Society is changing; what about higher education?
    • Are learning outcomes of higher education shifting?
    • Is open science a reality?
    • Is higher education ready to reform?

    Important instructions

    Papers should be researched based, and may take the form of an analytical case study, an analysis of trends, provide an overview of relevant policies or offer insights into the results of impact assessment.
    Please note that submissions must be research- and analysis-based; articles that are purely descriptive will not be retained.
    The essays should not exceed in 7000 words in length, excluding references; they should be written in English and be submitted in electronic format (MS Word). Authors are asked to follow the author instructions on referencing etc on the HEP’s website.
    Papers will be reviewed anonymously by the prize jury; they will also be subject to independent, double-blind review for possible publication in HEP.

    Timeline:

    • Submission of abstracts (between 500 and 1000 words plus references) by 1 March 2019
    • Decisions on abstracts will be sent by 1 April 2019
    • Final submissions to be sent by 1 September 2019
    • Final decision to authors by 1 November 2019

    You will find the pdf version of the Call here.

    Please send all queries and abstracts to

    Nicholas Poulton
    Information and Publication Officer
    hep@iau-aiu.net

    For more about IAU and its activities in the area of higher education and technology, please visit: https://iau-aiu.net/technology.




  • Prize Essay Competition 2016-2017

    Every two years and with funding provided by Palgrave Macmillan, the publishers of HEP, IAU holds a prize essay competition open to researchers, scholars, administrators and teachers from amongs our members. The recent competition was entitled Higher Education and Research for Sustainable Development: A New Academic Discipline? and was held in collaboration with the COPERNICUS Alliance - an affiliate member of IAU.

    In this edition, two papers were each to receive a monetary prize of 2000€, and would also be considered for publication in Higher Education Policy. We are pleased to announce that two papers have now been selected to receive the prizes and they will appear in Online First at the beginning of November, and will also appear in print in December’s issue of HEP (31/4). Furthermore, we are equally pleased to inform you that a third paper which, although not eligible for the prize, was retained for publication in HEP. The paper, co-written by Mara Bauer from Universität Vechta, Germany was entitled Sustainability Governance at Universities: Using a Governance Equalizer as a Research Heuristic can be viewed here.

    Winning Papers

    The winning essay from an IAU Member institution is entitled Towards a Definition of Environmental Sustainability Evaluation in Higher Education , co-written by David Alba Hidalgo, Javier Benayas del Álamo and José Gutiérrez Pérez, representing the Association for Ecology and Education for Sustainable Cities - Transitando, of the Autónoma University of Madrid and the University of Granada, Spain.

    The winning essay from a Member of the COPERNICUS Alliance is entitled Mainstreaming Education for Sustainable Development at a Swiss University: Navigating the Traps of Institutionalization , co-written by Lilian J. Trechsel, Anne B. Zimmermann, David Graf, Karl Herweg, Lara Lundsgaard-Hansen, Lydia Rufer, Thomas Tribelhorn and Doris Wastl-Walter, all from the University of Bern, Switzerland.

    Abstracts

    Towards a Definition of Environmental Sustainability Evaluation in Higher Education

    Sustainability is increasing their presence at Universities, so it is convenient to reflect on the impact and effectiveness that university sustainability actions are having. Several authors have recognized mature experiences about environmental sustainability in the different dimensions of higher education: teaching, research, operations and outreach. Assessment of university sustainability is an emerging field of research of Education for Sustainable Development in Higher Education, because of the use by universities of assessment tools to improve the performance of its policies, but also to disseminate their results. This paper will try to define what is meant by "assessment of university environmental sustainability" based on different evaluation approaches found in an integrative meta-analysis of specialized literature on the subject and review of assessment tools. While the most common evaluative approach is the self-assessment, to improve the implementation of policies, other approaches aimed at promoting university activity in sustainability through its participation in rankings or accreditation system increasingly are becoming greater presence. This leads to identify a particular concern among Universities to compete and appear in the university context as “sustainable” without ensuring that their actions are being designed really to improve sustainability, at a university and global context.

    Mainstreaming Education for Sustainable Development at a Swiss University: Navigating the Traps of Institutionalization

    How far have higher education institutions progressed towards integrating sustainable development at an institutional level and are they responding to the societal need for transformation? Can the pace of transformation be accelerated, given the urgency of the issues our world is facing? As a practice-oriented contribution to this broader debate – still open despite progress achieved during the Decade of Education for Sustainable Development (2005-2014) – this article discusses a mainstreaming strategy applied to teaching at a higher education institution in Switzerland, the University of Bern. We analyse the traps of institutionalizing sustainable development (SD) in a higher education institution and clarify the policies and approach to change management needed to navigate these traps, based on an analysis of our experience as an education for sustainable development team. We propose 1) using a combined top-down and bottom-up policy to increase motivation, 2) prioritizing and sequencing target groups and helping them to find the link between their discipline and SD, and 3) offering tools, support, and professional development to help lecturers to move towards a more competence-oriented form of teaching. Concrete support needs to take place at four levels: the level of formulating competences for SD; the level of shifting towards a learner-centred approach; the level of designing their learning environments; and the level of becoming a community of practice. An impact chain explains the logic from concrete activities (tools, courses, workshops, etc) to the desired impact of helping lecturers and graduates to become agents of change capable of playing a key role in society and helping to shape our future.




  • HEP - Latest issue

    HEP 31/3 – September 2018

    The latest edition of Higher Education Policy (HEP), IAU’s quarterly peer-reviewed journal has just been released. Articles include cost sharing via deferred graduate retirement, graduate employability in Cameroon, international faculty contribution to local research capacity-building, and how transferring from a community college to a 4-year institution in the US impacts on cost to the student and time to graduation. IAU Members have access to the entire archive of HEP, including those published online, via the HEDBIB database.

    >> Read Abstracts

    If you are interested in submitting a paper to HEP, you should use the online submisstion system. Please visit the journal’s home page here.




  • Detailed Description

    Higher Education Policy (HEP), published quarterly, is an international journal for advancing scholarly understanding of the policy process applied to higher education through the publication of original analyses, both theoretical and practice-based, the focus of which may range from case studies of developments in individual institutions to policy making at systems and at national level.

    Through this journal the International Association of Universities wishes to strengthen the exchange between scholarship and issues of practical administrative concern within the perspective of the disciplines that contribute to the study of this field - anthropology, history, economics, public administration, political science, government, law, sociology, philosophy, psychology, policy analysis and the sociology of organisations.

    The editorial board will give every encouragement to original contributions, whether theoretical, conceptual or empirical in nature, which involves explicit inter-system and cross-national comparisons. Articles devoted to less reported systems of higher education and their evolution, are particularly welcome. The major criteria retained in the process of review and selection are the significance of the submission to decision-making and policy development in higher education as well as its intrinsic quality. Since the study of policy in higher education draws upon a broad range of disciplines, a cross-disciplinary methodology will have equal consideration.

    The aim of Higher Education Policy is to provide a peer-reviewed vehicle of the highest quality for institutional leadership, scholars, practitioners and administrators at all levels of higher education to have access to, keep abreast of, and contribute to, the most advanced analyses available in this domain.

    Editor:

    - Professor Jeroen Huisman, Department of Sociology, University of Ghent, Belgium

    Founding Editor:

    - Professor Guy Neave, Centre for Research in Higher Education Policies (CIPES), University of Porto, Portugal

    Members of the Editorial board:

    - Khalid Arar, Al-Qasemi Academic College of Education, Israel
    - Agneta Bladh, University of Kalmar, Sweden
    - Vikki Boliver, Durham University, UK
    - David Dill, The University of North Carolina at Chapel Hill, USA
    - Carolina Guzmán-Valenzuela, University of Chile, Chile
    - Ellen Hazelkorn, Dublin Institute of Technology, Republic of Ireland
    - Hugo Horta, Hong Kong University, Hong Kong
    - Glen Jones, University of Toronto, Canada
    - Georg Krücken, University of Kassel, Germany
    - Liudvika Leisyte, Technical University Dortmund, Germany
    - Maria Jose Lemaitre, Centro Interuniversitario de Desarrollo (CINDA), Chile
    - Shuiyun Liu, Beijing Normal University, China
    - Simon Marginson, University of Oxford, UK
    - Ka Ho Mok, Lingam University, Hong Kong
    - Christopher Morphew, Johns Hopkins University, USA
    - Guy Neave, University of Porto, Portugal
    - Morshidi Sirat, Universiti Sains Malaysia, Malaysia
    - Bjorn Stensaker, University of Oslo, Norway
    - Pedro Teixeira, University of Porto, Portugal
    - Michael Tomlinson, University of Southampton, UK
    - Frans A. van Vught, University of Twente, The Netherlands
    - Miri Yemini, Tel Aviv University, Israel




  • Instructions for Authors

    How to submit
    All articles must be submitted using the Journal’s online submission system.

    Instructions
    Before submitting, all authors are invited to read and follow specific instructions .

    Contact
    If you have any queries or problems, please contact Nicholas Poulton

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