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The article focuses on the High Council for the Evaluation of Research and Higher Education (HCERES), an independent administrative authority of France which was created on July 22, 2016 compliance with the Higher Education and Research act (HER) of France. The organizational structure, departments and their functions, mission and objectives of HCERES are detailed. The administrative authority's international activities, founding principles and challenges are outlined.

Since opening to the international community following the Paris Peace Accords in 1991, Cambodia has incrementally adopted a stance of political liberalization. Whether because of the exigencies of reconstruction and development or by intention, large tracts of the institutional domain have been delivered into the hands of development agencies, corporations, non-govemmental organizations and other private entities. Higher education was no exception, witnessing runaway growth in private-sector capacity in a lax regulatory environment since the mid-1990s. Despite more recent regulatory assertiveness reflecting the government's enhanced capacity, the imminent processes of regional integration in ASEAN are again diminishing the Cambodian state's autonomy and room to maneuver. [ABSTRACT FROM AUTHOR]

The author discusses aspects of the legislation on higher education and also focusses on teaching framework in Great Britain. He is critical of the legislation which is to be drafted by the parliament. Efforts to bring educational reforms and establishing co-operatve universities are also discussed.

This Article reports and comments on the results of an assessment of the legal protection of the right to academic freedom (an examination of its factual protection to be undertaken at a future point) in EU member states, having examined these countries' constitutions, laws on higher education, and other relevant legislation. The assessment relied on a standard scorecard, developed by utilizing indicators of protection of academic freedom, notably as reflected in UNESCO's Recommendation concerning the Status of Higher- Education Teaching Personnel, a document of 1997 that is not legally, but " politically" binding, and which concretizes international human rights requirements in respect of academic freedom--a right under international human rights law. The results for the various countries have been quantified, and the countries have been ranked in accordance with " their performance." Overall, the state of the legal protection of the right to academic freedom in Europe appears to be one of " ill-health." Increasingly, European countries are merely paying lip service to this important right. While the concept of institutional autonomy is being misconstrued, self-governance in higher education institutions and employment security are being subjected to rigorous processes of erosion. [ABSTRACT FROM AUTHOR]

Skin color and diversity are not synonymous. Furthermore, race provides no basis upon which to stereotype individuals or groups, regardless of whether the reasons are malevolent or benign. Affirmative action policies in higher education should focus on the things that individuals have overcome, not the traits that individuals--and groups--cannot change. Currently, the opposite is true, as such policies equate racial diversity with educational diversity, thus precluding sufficient consideration of factors such as family and personal background, life experience, and the overcoming of adversity that would result in true educational diversity. This is not to say that race is irrelevant, as studies have shown that race contributes in part to achieving a diverse student body. It is to say that, by foreclosing a more searching review of every applicant's background, universities achieve, at best, an incomplete form of diversity that undermines, rather than furthers, the goal of creating a diverse and intellectually stimulating classroom environment. This essay proposes that affirmative action programs should reflect a more comprehensive and empirically-sound definition of diversity. To do so, universities should adopt the framework created by the United States Supreme Court when interpreting the Sixth Amendment's jury-trial requirement. Specifically, the Court has held that defendants are entitled to a jury that represents a cross-section of the community, although such crosssections need not mirror a community's racial and ethnic composition. By refusing to construe the cross-section requirement along racial and ethnic lines, the Court has implicitly recognized that a cross-section of the community can be realized by considering individual factors, not immutable characteristics. Affirmative action policies that embrace the concepts underlying the Court's cross-section jurisprudence would achieve a more meaningful type of educational diversity that reflects the various life experiences, adversities, and backgrounds that shape an individual's perspective and worldview. This approach would also recognize that race is neither a proxy for diversity nor a basis upon which to make judgments about individuals. Indeed, until affirmative action programs employ more holistic and individualized admissions practices, race and ethnicity will continue to be as prevalent in modern society as they were during the Jim Crow era. Moreover, it should not matter that, unlike Jim Crow laws, university admissions action policies rely on race and ethnicity for "benign" purposes. The use of race, however well-intentioned, ultimately precludes a truly individualized--and holistic-- consideration of applicants, and prevents universities from emphasizing the content of an individual's character, rather than the color of an individual's skin. [ABSTRACT FROM AUTHOR]

For first-generation college students (FGCSs) reconsidering their majors and future occupations, career exploration can also elicit mental health concerns arising from the unique place these individuals hold in their families and the students' reported reasons for attending college. This article provides career practitioners with a glimpse into the mental health concerns and familial issues that can arise for FGCSs during career exploration given the unique background of this population. Strategies for career practitioners to use while working with FGCSs will be discussed. [ABSTRACT FROM AUTHOR]

In a competitive market, the exit of those suppliers who cannot offer an attractive product at an attractive price is seen as desirable. However, the consequences for consumers when their own supplier leaves the market in an unplanned or disorderly way may be undesirable. Exit regimes exist in regulated markets to ensure that consumers are not unduly harmed by these disorderly exits. This article considers the scope for an exit regime in the English higher education sector. It particularly considers how consumers (students) can be protected from the disorderly closure of their higher education providers, whilst retaining the principle of competitive neutrality, or the ‘level playing field’. The article also proposes actions which the sector could take in advance of Government regulation, in order to develop the form of exit regime which will give the greatest protection to students. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the values reflected in the Chinese Higher Education Act and other related laws. To understand these values, I carefully read and analysed relevant sections on education in the Chinese Constitution. Then I scrutinized the Higher Education Act. I also perused Chinese laws and regulations related to higher education. An attempt was made to compare the values expressed in the Chinese Higher Education Act and other laws with those in Ontario, Canada university acts to see what differences exist between them. [ABSTRACT FROM AUTHOR]

The federal loan guarantee provision found in the Higher Education Act of 1965 was instrumental in encouraging banks to write smaller loans to help middle class Americans go to college and therefore, was influential in massifying America's higher education system. While this provision was created with the best of intentions, the modifications of this policy and subsequent practices has led the funding of higher education away from social coffers and towards those linked with privatization. This document explores the transition from grants and scholarships towards loans, defunding of public institutions, introduction of unsubsidized loans, payment schemes, and the stripping of bankruptcy protections. Essentially, the authors argue these modifications promoted increased reliance on loans, therefore promoting a private-like "aid" that has moved higher education from the social good. The article concludes with various suggestions for policymakers and grassroots organizers designed to reduce policies that promote personalized debt and pull higher education back towards the social good. [ABSTRACT FROM AUTHOR]

Participation in the Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) has continuously expanded: from 43 systems in 2000 to 65 systems in the 2012 cycle, with 71 signed up for PISA 2015. There also has been a growth in sub-national participation, expanding PISA's reach beyond the nation-state. This paper explores sub-national PISA participation in Canada and the USA, askinghowPISA is being used within sub-national education policy spaces. We draw on analysis of documents and data from interviews with officials at sub-national, national, and international levels. Findings illustrate some of the diverse motivations and uses of PISA, providing insights into the effects of PISA at the sub-national scale. As such, we argue that competitive comparison in education has deepened through the enhanced granularity of international large-scale assessment data to new scales beyond the nation-state. [ABSTRACT FROM AUTHOR]

Amid growing debates around international assessment tools in educational policy, few have critically examined how students themselves are cast in policy tool production processes and discourse. Drawing on Stuart Hall's concept of representation, we show how higher education (HE) ‘students’ are constructed, fixed and normalized by the Organisation for Economic Co-operation and Development's (OECD) Assessment of Higher Education Learning Outcomes (AHELO) initiative. Based on an analysis of AHELO texts, we argue that the OECD, during the early stages of test production, fixes and circulates the meaning of ‘students’ as represented objects. We identify and analyze two distinct representational practices at work in AHELO texts:classifying and organizing,andmarking. We posit that by fixing images of the student as an object of learning and as a consumer–investor subject, the OECD creates ‘usable’ representations of ‘students’ to claim jurisdiction over teaching and learning in HE and to justify intervention through standardized testing. [ABSTRACT FROM AUTHOR]

International debates on the aims and purposes of entrepreneurship education in the university are examined in this paper through the prism of a policy critique of English higher education initiatives. The Department of Business, Innovation and Skills (BIS) policy to integrate rather than 'add on' enterprise education throughout university courses has been widely implemented. In contrast to the debates about enterprise policy by authors in social psychology, business studies, secondary school education and entrepreneurship, which question the claims of enterprise rhetoric and examine the practicalities of forming start-up companies, policy to integrate entrepreneurship into the curriculum has remained largely uncontested in UK universities. It is argued that policy to integrate enterprise into the humanities and social sciences produces three critical gaps; a limited scope for social theory, ahistorical analysis and the absence of demand-side economics. This critique of BIS policy is set within the wider context of the neo-liberal reconfiguration of the institutional relations between the university, the state and the market that is taking place in the UK and on an international scale. [ABSTRACT FROM AUTHOR]

The Federal Pell Grant program has made education possible for many Americans. It has also helped establish the norm of public responsibility for widespread access to higher education. This essay reviews the growth of the Pell Grant program over time and its current characteristics. It then details some innovations with the potential to increase the program's effectiveness in increasing student success, in addition to access to postsecondary education. Both the eligibility formula and the application process should be simpler and students should not have to reapply every year. Students should receive timely information and coaching services to help them select institutions and programs of study. Some smaller steps also have the potential to make a significant difference. [ABSTRACT FROM AUTHOR]

The Higher Education Act (HEA) is due to be reauthorized by Congress and the higher education policy community is working hard to be a part of those efforts. The National Association of Student Financial Aid Administrators (NASFAA) plays a unique role in this process, as the HEA contains the legislation behind all of the federal student financial aid programs. As partisan politics infiltrate Washington D.C., NASFAA is working with its members and association colleagues to put forth innovative recommendations to shape and inform the reauthorization process. This paper examines the reauthorization process; highlights NASFAA's specific work, including policy recommendations; and explains how NASFAA utilizes its members and operates within the broader Washington D.C. higher education policy community to influence policy. [ABSTRACT FROM AUTHOR]

Karl Polanyi identified a double movement which took place during the bourgeoisie hegemony when, instead of liberalism, it has made use of interventionism to perpetuate its domination over the working class. Several studies have tried to update his analysis by identifying the double movement nowadays. Nevertheless, the academia has not addressed the possibility of a reversed phenomenon where the working class would make use of liberalism to perpetuate itself in power. This paper aims at analysing the Brazilian case where the Partido dos Trabalhadores, a proxy for the working class, has implemented pro-market policies in higher education. Whereas the party has not passed through structural reforms such as the British and German working class parties, it has drastically changed its approach to policy-making and campaigning since its origin in 1980. The study concludes that a reversed double movement may occur when the working class is in charge of the government. [ABSTRACT FROM AUTHOR]

The article discusses the ubiquity of Americans with Disabilities Act (ADA) in the U.S. in compliance with internet and online education. Topics discussed include legal application for ADA such ad federal regulations, statutory interpretation, and case precedent, the accommodation process, and practical application of ADA for higher education.

The aim of this study is to analyze what is the relationship between involvement and the organization and distribution of work that have university students in connection with formative assessment received. The sample is 3.304 students for 50 subjects in 16 Spanish universities. Scale Assessment Systems belonging to the questionnaire on the evaluation methodology and initial teacher is used, in which there are different issues about formative assessment. It has used a quantitative descriptive analysis (means, variances and DT) and inferential (contingency tables and χ², correlation and ANOVA). Students welcome this evaluation system received, assuming the need to be involved from the beginning in the subject and find strategies to regulate their work. It also demonstrates that students who participated more often in these assessment processes present a higher level of involvement, which also happens to fourth grade students. However, the fact that he enrolled one or more times in the same subject does not show significance with greater or lesser involvement [ABSTRACT FROM AUTHOR]

One of the difficult aspects of defining creativity is that the term means many things to each of us, and reflects our unique perspectives and experiences. Our situatedness within a unique, personal context means that the concept of individual creativity defies formal scientific definition. This paper is an attempt to conceptualise creativity differently. It tries to break new ground by defining it through the process of being creative within a dynamic environment. We consider how individuals think about creativity, especially outside the confines of our institutionalised learning, and through the lens of experience. The context is a rising public and scholarly interest in the topic but using the complimentary frameworks of situated cognition and experiential learning. This conceptual paper takes a critical look at formal learning and human creativity, and the role teachers, educators and policymakers play in the process. [ABSTRACT FROM AUTHOR]

The article reports on the Task Force on Government Regulation of Higher Education which was established to study and recommend ways to reduce the federal regulatory burden on higher education in the U.S. It was formed at the recommendation of a bipartisan group of Senators led by Lamar Alexander, and comprised of 16 presidents and chancellors from across all sectors of higher education. The article narrates 10 specific policy changes and guiding principles suggested by the task force.

The article focuses on several U.S. court cases related to higher education. The cases discussed include Chandler v. Univ. of Pa. on discriminatory hiring practices, Fisher v. Univ. of Tex. at Austin on equal protection violation in the admissions program at university and Thomas M. Cooley Law Sch. v. Kurzon Strauss, LLP on defamation, interference with business relations, breach of contract and grant of summary judgment in favor of law firm and attorneys.

The article presents cases studies of the European Union (EU) and the U.S. related to increment in role of immigration law in universal higher education. Topics discussed include the U.S. Development, Relief, and Education for Alien Minors (DREAM) Act of 2012 for undocumented college students, immigration and structural exchange mechanisms governing cross-national EU Member States and the U.S. Supreme Court case Plyler v. Doe on the role of students to deny funds for undocumented students.

The article presents a study which investigates the legislative aspects of the state of New York in the development of policies which provide higher education to undocumented student immigrants. Topics discussed include a description of the framework used in the study which includes the two models of policymaking and the political factors influencing it, the use of public archives and interviews to acquire data, and an analysis of the results.

The article focuses on the higher education practices in the U.S. with the laws regarding the professional visas and permanent residence of foreign students. Topics discussed include policy changes to the U.S. immigration system, participating in programs that promote the educational exchange and policy related to the STEM education.

An essay is presented in which the author explores the importance of student debt reforms in preserving their rights of higher education. Topics discussed include impact of indebtness of students on access to higher education, role of consumer and students debt in promoting economic crisis like bankruptcy, and impact of access to higher education on national security and economic imperative.

This paper explores perceptions of the UK’s Research Excellence Framework (REF) and its implications for individuals, institutions and wider academia through an analysis of media coverage of the REF over a 2-year period. In recent years, the importance attached to the REF has become an increasing focus of concern for academics and other commentators, particularly vis-à-vis issues such as staff morale, funding, ‘impact’, working practices and institutional inequalities. In examining media stories related to the REF, we uncover three key findings in terms of the main ways in which the REF is presented and perceived. First, media discussions of the REF are overwhelmingly negative, although this appears to have abated over time. Second, there are significant differences in the how the REF is discussed; this variation stems from characteristics such as the disciplinary background, institutional type and professional seniority of commentators. Third, although wide range of themes is discussed in relation to the REF, several tend to dominate media portrayals: these include ‘impact’, ‘funding’ and ‘marketisation’. The implications for the role and legitimacy of research assessment processes are discussed. [ABSTRACT FROM PUBLISHER]