SAGE/EERA early research career award for Dr Ekaterina Kozina, a HERC postdoctoral researcher

The EERA (European Educational Research Association) comprises more than 20 national and regional Educational Research Associations from all parts of Europe. Each year EERA awards a small number of scholarships to support talented new researchers to attend the annual European Conference on Educational Research (ECER).

This year, SAGE Publishing supported one of these competitive scholarships. Following a three-stage selection process, the SAGE-funded Conference Bursary was awarded to Dr. Ekaterina Kozina, a postdoctoral researcher in the Higher Education Research Centre, Office of the Vice-President for Learning Innovation, Dublin City University.

The winner was honoured in the Opening Ceremony of the Annual Conference on Educational Research Early Researchers’ Conference on 12 September in Freie Universität, Berlin at which Ekaterina presented her paper: “Towards a Sociology of Teacher Socialisation: National Study into First Year Professional Experiences of Primary Teachers”.

EERA was founded in 1994 with the purposes of:

• encouraging collaboration amongst educational researchers in Europe,
• promoting communication between educational researchers and international governmental organisations such as the EU, Council of Europe, OECD and UNESCO,
• disseminating the findings of educational research and highlighting their contribution to policy and practice.

Colloquium on Lifelong Learners in Higher Education, University of Western Cape, 1-2 September

Increasing numbers of students have to seek employment opportunities in order to support themselves; they are enrolled either as ‘full-time’ or ‘part-time’ students, attending classes in the cracks of their work, community and family lives. They may attend in the day-time, after-hours, or in block periods. They are juggling multiple responsibilities of home, work and studies. Higher Education Institutions (HEIs) are often not equipped to support them adequately. The purpose of the colloquium was to understand the issues of working, ‘non-traditional’ students more deeply and raise questions about ways in which HEIs, both locally and internationally, are responding to their needs in order to promote and support lifelong learners.

Professor Brian O'Connell, Rector, University of Western Cape, Professor Maria Slowey, DCU, and Dr George Openjuru, Dean, School of Distance and Lifelong Learning at the launch of a Colloquium on 'Lifelong Learners in Higher Education', University of Western Cape, 1-2 September.

This colloquium brought together researchers, policy makers, employers and practitioners over two days on 1 and 2 September 2011 and was hosted by Professor Shirley Walters, Director of the Division of Lifelong Learning in the University of Western Cape (UWC). The first day took the form of an extended lunch time public lecture by Professor Maria Slowey, Director of Higher Education Research and Development from Dublin City University, Ireland, who situated the issues in wider international contexts in her paper Lifelong Learners in Higher Education: International Trends.

The second day focused on one critical aspect of the topic, that is,  Lifelong Learners and part-time studies in Higher Education. This included experiences from students, institutional case studies, debates, and discussions both from South Africa and further afield. The two case studies were of Makerere University, Uganda, which was led by Dr George Openjuru, Dean, School of Distance and Lifelong Learning, and UWC, which was led by Jos Koetsier, DLL and Ms Sally Witbooi, Library and Information Systems, UWC. Rapporteurs from various sectors, included Ms Lynne du Toit, CEO, Juta (Publishing) and Co. Ltd, Mr Mark Espin, Student and Lecturer, Dr Mark Abrahams, UWC with a final summing up by Brian Williams, Chair of the Council of UWC.

This colloquium also served to promote collaboration between Dublin City University and the University of Western Cape in South Africa and to enhance existing research links between Professor Maria Slowey, Higher Education Research and Development, DCU and Professor Shirley Walters, Director of the Division for Lifelong Learning, University of Western Cape, South Africa. Professor Walters will visit DCU to participate as an expert panellist in the forthcoming HERC seminar on 3 October at the Helix in DCU. The main speaker for this event is Professor Dirk Van Damme, Head of CERI who will present a lecture entitled 'Governing higher education: the limits of public regulation and institutional autonomy in a connected world'. For more information on this event please visit our seminar page.

Date for your diary - 3rd October 2011

The next event in the seminar series HIGHER EDUCATION IN CHALLENGING TIMES: QUESTIONING THE UNQUESTIONED will take place on Monday 3rd October, 2011 in the Helix at DCU.

Professor Dirk Van Damme will give a presentation followed by a panel discussion and audience questions. Professor Dirk Van Damme is head of CERI (Centre for Education Research and Innovation ) at OECD . We will post the time, lecture title, abstract and panellist names as these become available.

Reform of higher education in the Atlantic Isles: ‘like watching a slow motion car crash’?

On 16 May, Professor Sir Peter Scott, Professor of Higher Education, Institute of Education, London delivered a lecture Higher Education Reform in the Atlantic Isles: Similarities and Differences. This event was the fifth in a lecture series hosted by the Higher Education Research Centre (HERC) DCU, with support from the Higher Education Authority (HEA) and the Dublin Region Higher Education Alliance (DRHEA). The welcome address was given by the President of DCU Professor Brian MacCraith. The event was chaired by Professor Maria Slowey, Director of Higher Education Research and Development, DCU, with participants and expert panellists Dr Mary Canning, Deputy-Chair of the HEA, Professor Mike Grenfell, Chair (1905) of Education and Head of School, Trinity College Dublin, and Professor Richard O’Kennedy, Vice-President for Learning Innovation, DCU and current Chair of the Dublin Region Higher Education Alliance.

Professor Richard O'Kennedy, Vice-President for Learning Innovation, DCU, Dr Mary Canning, Deputy Chair, HEA, Professor Peter Scott, Institute of Education, London, Professor Mike Grenfell, Head of School of Education, TCD, Professor Maria Slowey, Director, Higher Education Research and Development, DCU

Peter Scott set the scene for the comparative perspective by outlining the structure of the higher education systems in Ireland and the four jurisdictions of the United Kingdom (England, Scotland, Wales and Northern Ireland). Of particular interest is the fact that all five recently launched major policy reform initiatives: National Strategy for Higher Education to 2030 (Republic of Ireland, 2011), Building a Smarter Future: Towards a Sustainable Scottish Solution for the Future of Higher Education (Scotland, 2010), Review of Higher Education in Wales (Wales, 2009), Consultation Document on the Development of a Higher Education Strategy for Northern Ireland (Northern Ireland, 2011), Securing a Sustainable Future for Higher Education (Browne Report) (England, 2010) and New Coalition Government’s Proposals (England, 2010).

The almost simultaneous publication of these important reports raises a number of key questions. “To what extent do the commonalities (past and present) of these five higher education systems limit the scope for different solutions to similar problems? Are these different solutions best explained in terms of national or structural differences? Are these general lessons about processes of HE reform can be applied more widely?”

Peter Scott identified drivers of change and reform of higher education at three different levels. First, the generic drivers, which apply across all five systems, including, in particular those associated with the ‘massification’ of higher education. Second, important mid-range/regional drivers, which are common to all five systems, such as language and similar higher education governance structures. Third, specific drivers, which are distinctive to each system, including differences in scale and wider political cultures.

Internationalisation was one of nine themes identified in the talk. International engagement was particularly highlighted in the Irish National Strategy (Hunt Report) document and Peter Scott emphasised key points to keep in mind are the maintenance of quality of teaching and learning experience and appropriate supports for international students.

Speaking of the general lessons about processes of higher education reforms that can be applied more widely, Peter Scott highlighted that, as always, a combination of deep structural factors in each of the countries and regions set the context for development and change in higher education systems. Concluding his presentation, Peter Scott stressed the importance of comparative studies of higher education for both policy and practice.

Sir Peter Scott, is Professor of Higher Education, Institute of Education, London. Prior to that Professor Sir Peter Scott was Vice-Chancellor of Kingston University from January 1998 to December 2010, Pro Vice-Chancellor of the University of Leeds, and Editor of the Times Higher Education Supplement. He has published extensively in the field of higher education.

Higher Education Reform in the Atlantic Isles

Professor Sir Peter Scott, Institute of Education, London

Monday 16 May 2011
12.00 to 14.00 (Tea & coffee served from 11.30)
The Helix, DCU

The main speaker for this event is Sir Peter Scott , Professor of Higher Education, Institute of Education, London. Professor Sir Peter Scott was Vice-Chancellor of Kingston University from January 1998 to December 2010. Previously he was Pro Vice-Chancellor and Professor of Education at the University of Leeds. He was also the Director of the Centre for Policy Studies in Education and Chair of UALL (Universities Association for Lifelong Learning). From 1976 to 1992 he was Editor of The Times Higher Education Supplement. Before that he was a reporter and then a leader writer for The Times. In January 2011 Professor Sir Peter Scott joined the Institute of Education as Professor of Higher Education Studies.
Professor Scott will present a lecture entitled 'Higher Education Reform in the Atlantic Isles'. The lecture will be introduced by Professor Brian MacCraith, President of DCU and followed by an open discussion chaired by Professor Maria Slowey, Director of Higher Education Research, DCU, with participants and expert panellists Professor Mike Grenfell, Chair (1905) of Education and Head of School, Trinity College Dublin, Dr. Mary Canning, previously of the World Bank Higher Education Division and Professor Richard O'Kennedy, Vice-President for Learning Innovation, DCU and current Chair of the Dublin Region Higher Education Alliance.

Please feel free to forward this flyer to interested colleagues. There is no fee for attendance, but booking is required as places are limited to facilitate discussion. A light lunch will be provided. RSVP to: HERC@dcu.ie.

‘Igniting Potential’ – New Zealand approach to innovative policies and strategies in research development - Di McCarthy

On Monday 7 March, Dr Di McCarthy, Chief Executive of the Royal Society of New Zealand delivered a lecture at the Royal Irish Academy entitled R&D – The New Zealand Way: Funding and Prioritisation in Higher Education. This event was jointly hosted by the Royal Irish Academy and the Higher Education Research Centre, Dublin City University. It was chaired by Professor Nicolas Canny, President of the Royal Irish Academy, and introduced by Professor Maria Slowey, Director of Higher Education Research and Development at DCU and coordinator of the seminar series Higher education in challenging times: questioning the unquestioned.

Professor Nicholas Canny, President of the Royal Irish Academy introducing Dr Di McCarthy, Chief Executive of the Royal Society of New Zealand and Professor Maria Slowey, Director Higher Education Research and Development, DCU

Dr McCarthy, previously Professor and Pro-Vice Chancellor (Equality) at Auckland University, commenced with reference to the long and proud history of tertiary education in New Zealand. Since the establishment of the first university just about 140 years ago, the universities became key contributors to New Zealand’s social and economic well-being. But numerous changes are taking place in this small island state, including: the search for more business investment, the need for available research funding to be used more effectively, support for fundamental research, increasing international connections and settling new priorities for higher education. In the course of her lecture, Di McCarthy explained how the need for prioritisation and adaptation of innovative strategies and policies in regard to R&D in higher education was gradually triggered by a number of factors. She highlighted, in particular, low business investment in R&D, an overly complex system, poor connection across science and innovation, gaps in important infrastructure and the loss of talented researchers.

More specifically, Di McCarthy described new systems of organising research funding, which maintained an important role for the Royal Society of NZ as a channel for funding basic research across all disciplines.

The event attracted wide interest with up to 70 representatives from civil society, researchers and those engaged in policy and practice in higher education. The discussion drew parallels and differences with Ireland and centred around the questions “How might greater collaboration or merger  of institutions change things? What are the best mechanisms of allocating funding to maintain a competitive element yet reduce bureaucracy? What does success look like in terms of economic measurement of outputs of research? How to ensure that research investment is not distorted by the search for narrow, short-term indicators” and many more.

Concluding the event, Di McCarthy stressed that the ideas and creativity are at the core of knowledge creation, cultural innovation, social well-being and economic and technological development. The expectations of research are high and there is a need for encouraging more integration into interdisciplinary research locally and worldwide.

New ways for universities to engage with regions and communities - Hans G. Schuetze

On 4 March, Hans G. Schuetze, Emeritus Professor, University of British Columbia, Vancouver, Canada delivered a talk entitled Regional Engagement and Service Mission of Universities: North American Perspectives. This was the third of a lecture series co-sponsored by the Higher Education Research Centre (HERC) DCU, the Higher Education Authority (HEA) and the Dublin Region Higher Education Alliance (DRHEA) The event was chaired by Professor Maria Slowey, Director of Higher Education Research and Development, DCU, with participants and discussants Professor Ronnie Munck, Head of Civic and Global Engagement, DCU, and Dr. Elaine Ward, Higher Education Policy Research Unit, DIT. 

Professor Maria Slowey,  Professor Ronnie Munck,
Dr. Elaine Ward, Professor Hans G. Schuetze

In the changing environment of international competitiveness, economic globalisation, trends towards commercialisation of university research and teaching, there is also an increased demand to demonstrate ‘relevance’ and ‘impact’ of universities on local and regional communities. While the pursuit of knowledge transcends national boundaries, historically, the identity – and mission- of universities is strongly associated with the town, city or region in which they are located.  Universities are therefore both embedded in regional environments, yet also international in relation to the pursuit of knowledge. Sitting alongside the classic two missions of teaching and research, internationally there are new attempts to recognise the ‘third mission’ of higher education variously entitled civic, community or regional engagement: a theme highlighted in the recent Hunt report on Higher Education.

Professor Hans G. Schuetze

Throughout the course of the seminar, however, the speaker demonstrated that community engagement can be undermined by the “reinforcement of research function by international rankings and ‘academic drift’ by new universities and non-university institutions”.  He continued that it is essential that communities of researchers and policy makers continue to pose questions such as: “How do we measure community engagement? Should all universities have to prove relevance and impact, including some degree of community engagement? Should community engagement be made mandatory and carry equal importance and prestige as research and teaching?”

    

Speaking at the event Professor Schuetze added: “Because of the wide variety of forms of engagement and the different objectives of evaluation, outcomes of community engagement and community-based learning can rarely be precisely defined, assessed, quantified and compared”.  A major part of the challenge lies in finding ways of promoting genuine dialogue and interaction between institutions of higher education and the wider community in order to bridge the gap: “communities have problems, universities have departments”.  

Professor Hans G. Schuetze, is a Fellow and former Director, Centre for Policy Studies in Higher Education and Training, University of British Columbia, Vancouver, Canada, and also a Senior Honorary Research Fellow, University of Glasgow, Scotland, UK.