Center for International Higher Education http://www.bc.edu/cihe The Center for International Higher Education defines its mission to be advancing knowledge about the complex realities of higher education in the contemporary world.
Higher Education Resource Hub http://www.higher-ed.org/ A source of information about US higher education and about other systems of higher education systems from around the world. This site covers not only the key historic documents related to US higher education (GI Bill, the Morrill Land Grant Acts), but also resources on key themes: assessment, news, recent publications and links to course syllabi for programs on the subject of of higher education.
IAU Information Database on Higher Education Systems, International Association of Universities (IAU) http://www.unesco.org/iau/onlinedatabases/ The database on Higher Education Systems includes information available on the higher education systems of some 180 countries and territories worldwide. It should be noted that the designations employed for countries and territories in the World Higher Education Database (WHED) do not imply any expression of opinion of IAU with regard to their status or the delimitations of their frontiers.
Journals in Higher Education: An International Inventory (2006) http://www.bc.edu/bc_org/avp/soe/cihe/hejournal/ This compilation of journals in the field of higher education includes 191publications from over 30 countries and all continents. The goal has been to provide as complete a listing as possible of journals in the field of higher education. The criteria for including journals is fairly broad--focusing on journals that exclusively or almost exclusively publish on issues in postsecondary education in any language. The greatest emphasis is on journals that provide research and analysis, but some higher education newspapers such as the Times Higher Education Supplement in the UK, the Chronicle of Higher Education in the U.S., and Le Monde de L'Education in France are also included.
The Chronicle of Higher Education (US) http://www.chronicle.com The Chronicle of Higher Education is the No. 1 source of news, information, and jobs for college and university faculty members and administrators and includes coverage of issues ranging from the Faculty, Research & Books, Government & Politics, Money & Management, Information Technology, Students, Athletics, International, and Community Colleges.
The National Center for Higher Education Management Systems (NCHEMS) Information Center for State Higher Education Policymaking and Analysis http://www.higheredinfo.org/ The mission of the National Information Center for Higher Education Policymaking and Analysis is to provide state policymakers and analysts timely and accurate data and information that are useful in making sound higher education policy decisions.
Times Higher Education Supplement (UK) http://www.thes.co.uk/ The Times Higher Education Supplement is the UK's most authoritative source of information about higher education. Designed specifically for professional people working in higher education and research, The Times Higher was founded in 1971 and has been online since 1995. The Times Higher covers policy issues and intellectual developments world wide through a specialist staff of reporters based throughout the UK, a large number of correspondents round the world, and many contributors from within the academic community.
EdStats EdStats is the World Bank's comprehensive database of education statistics. EdStats makes a variety of national and international data sources (such as UIS and OECD) available in one location; compiles World Bank data on pertinent education topics; adopts an analysis-friendly format that enables flexible access and custom-tailored reports; and provides links to a large number of education websites worldwide.
Social Indicators of Development Social Indicators of Development contains the World Bank's most detailed data collection for assessing human welfare to provide a picture of the social effects of economic development.
Educational Resources Information Center (ERIC) http://eric.ed.gov/ ERIC (Educational Resources Information Center) is the world's largest source of education information, with more than 1 million abstracts of documents and journal articles on education research and practice.
Higher Education Statistics Agency http://www.hesa.ac.uk/ Started in 1993 after a government white paper called for more coherence in the reporting and collection of higher education statistics in the United Kingdom, the Higher Education Statistics Agency (HESA) is "the central source for higher education statistics." Not surprisingly, the site features a detailed area devoted to publications and data sets available from the HESA, some of which are available for no cost on the Web site, and others which may be ordered on CD-ROM. There are also a number of data sets available at no charge that may be viewed and printed, or downloaded for free. The data sets are mostly from 1994 to 2002, and include statistics on students (such as ethnicity, subject of study, and institution level), staff, and institutional incomes and expenditures. The site is rounded out with a collection of related links that lead to related government bodies and funding councils.
International Data Base (IDB) http://www.census.gov/ipc/www/idbnew.html The International Data Base (IDB) is a computerized data bank containing statistical tables of demographic, and socio-economic data for 227 countries and areas of the world.
National Center for Education Statistics http://nces.ed.gov/ The National Center for Education Statistics is the primary federal entity for collecting and analyzing data that are related to education in the United States and other nations.
UNESCO Institute for Statistics http://portal.unesco.org/uis/ The UNESCO Institute for Statistics provides global and internationally comparable statistics on education, science, technology, culture and communication.
United Nations Statistics Division http://unstats.un.org/unsd/ The United Nations Statistics Division compiles statistics from many international sources and produces global updates, including the Statistical Yearbook, World Statistics Pocketbook and yearbooks in specialized fields of statistics. It also provides to countries, specifications of the best methods of compiling information so that data from different sources can be readily compared.
Higher Education Relevance in the 21st Century by Michael Gibbons, Secretary General, Association Of Commonwealth Universities. The model presented in this paper presents a view of the relevance of the higher education in the 21st century that begins from the changes that are taking place in the production of knowledge. The major change is the emergence of a distributed knowledge production system. Knowledge production and dissemination -- research and teaching -- are no longer self contained activities, carried out in relative institutional isolation. They now involve interaction with a variety of other knowledge producers. Connections will increasingly involve the use of the potentialities of the new information and communication technologies. The challenge is how to get knowledge that may have been produced anywhere in the world to the place where it can be brought to bear effectively in a particular problem-solving context. This requires the creation of a cadre of knowledge workers - people who are experts at configuring knowledge to a wide range of applications. Universities of the 21st century will have to develop many more and different kinds of links with surrounding society.
Tertiary education policy in Ghana - an assessment : 1988-1998 by Alison Girdwood, 1999. This study was prepared as one of several activities following the conclusion of the Tertiary Education Project in Ghana, which was designed to assist the Government with restructuring, and quality enhancement of its tertiary education sector. The purpose of this study is to provide an external perspective on the effectiveness of the policies currently in place, and suggest recommendations for the appropriate implementation of agreed key policies.
Commonwealth Higher Education Management Service (CHEMS) http://www.acu.ac.uk/chems/chems.html An extensive series of publications on management issues in higher education were developed between 1994 and 2001 by Commonwealth Higher Education Management Service (CHEMS) These publications are produced in hard copy, with the majority available here electronically.
Educational Policy Institute (US/Canada/Australia) http://www.educationalpolicy.org EPI is a collective association of researchers and policy analysts from around the world dedicated to the mission of enhancing our knowledge of critical barriers facing students and families throughout the educational pipeline.
Governance - supporting governors of higher education institutions in England http://www.hegovernance.ac.uk/ This site is designed to support governors and others involved in the governance of higher education institutions in England, but also contains much that is relevant to the governance of HEIs throughout the UK. The site is managed by SCOP (the Standing Conference of Principals) (http://www.scop.ac.uk/). Its development was funded by the Higher Education Funding Council for England (HEFCE) (http://www.hefce.ac.uk/pubs/hefce/2002/02_27.htm) as part of its good management practice initiative.
National Center for Public Policy and Higher Education (US) http://www.highereducation.org The National Center for Public Policy and Higher Education promotes public policies that enhance Americans' opportunities to pursue and achieve high-quality education and training beyond high school.
Netherlands Organization for International Cooperation in Higher Education (NUFFIC) http://www.nuffic.nl/ Netherlands Organization for International Cooperation in Higher Education (NUFFIC) aims to make education accessible all over the world, especially in countries where educational infrastructure is lagging behind. Nuffic's main areas of activity are development cooperation, internationalization of higher education, international credential evaluation, and the marketing of Dutch higher education.
Oxford Centre for Higher Education Policy Studies http://oxcheps.new.ox.ac.uk The mission of OxCHEPS is: to improve understanding of higher education by challenging existing thinking and received wisdom in higher education policy-making; and, on the basis of a rigorous programme of applied comparative research and consultancy successfully linking theory and practice in higher education, to generate an informed debate on topical higher education issues.
State Higher Education Executive Officers (SHFEO) (U.S.) http://www.sheeo.org/ A non-profit, nationwide association of the chief executive officers serving statewide coordinating and governing boards of postsecondary education.
The Association for the Study of Higher Education (ASHE) http://www.ashe.ws/ The Association for the Study of Higher Education (ASHE) is a scholarly society with about 1,400 members dedicated to higher education as a field of study. The Association promotes collaboration among its members and others engaged in the study of higher education through research, conferences, and publications, including its highly regarded journal, The Review of Higher Education.
The Association of Governing Boards of Universities and Colleges (AGB) http://www.agb.org/ The Association of Governing Boards of Universities and Colleges (AGB) in the US advances the practice of citizen trusteeship and helps ensure the quality and success of the nation's colleges and universities. AGB has developed programs and services that strengthen the partnership between president and governing board; define the responsibilities of governing board members; provide guidance to regents and trustees, inspiring a level of professionalism for a voluntary function; identify issues that affect tomorrow's decision making; and foster cooperation among all stakeholders in higher education.
The Association for Tertiary Education Management Inc (ATEM Inc) http://www.atem.org.au/index.cfm?action=hotlinks The Association for Tertiary Education Management Inc (ATEM Inc) is the pre-eminent professional body in Australasia for tertiary education administrators and managers.
The Center for Higher Education Policy Analysis (CHEPA) http://www.usc.edu/dept/chepa/ The mission of the Center for Higher Education Policy Analysis (CHEPA) at the University of Southern California is to improve urban higher education, strengthen school-university relationships, and to focus on international higher education, emphasizing Latin America and the Pacific Rim.
Governance Bibliography http://www.usc.edu/dept/chepa/gov/govbib.htm A bibliography on governance issues in higher education prepared by The Center for Higher Education Policy Analysis at the University of Southern California, US.
The Center for Higher Education Policy Studies (CHEPS) http://www.utwente.nl/cheps/ The Center for Higher Education Policy Studies (CHEPS) at University of Twente, The Netherlands produces and disseminates knowledge with respect to higher education policy, especially at the system and institutional levels.
The Higher Education Funding Council for England (HEFCE) http://www.hefce.ac.uk/ The Higher Education Funding Council for England (HEFCE) promotes and funds high-quality, cost-effective teaching and research in universities and colleges in England.
EdInvest EdInvest, the education investment information facility, is a forum for individuals, corporations and other institutions interested in education in developing countries. A service of the World Bank Group, EdInvest provides information for making private investment possible on a global scale
Financing Higher Education in Africa: Makerere, the Quiet Revolution by David Court. April 1999. This report is one of a series that examines the state of higher education in a variety of countries in Africa at the end of the twentieth century. This one tells the dramatic story oh how Makerere University in Uganda has addressed the pervasive problem of how to provide quality education at the tertiary level without undue financial dependence upon the state. It describes the main reform measures adopted, assesses their impact, considers some of the reasons for the success of chosen measures, identifies remaining issues for attention and looks at the question of sustainability.
Public Expenditures in Universities in Argentina(also available in Spanish) Historically, the public university system in Argentina has been characterized by two salient features: free of charge and free access. However, despite public resources that supposedly allow such free access, a systematic equity in education has not been achieved: only one student from the lowest social quintile actually accesses higher education vs. eight students from the highest social quintile. This shows that a significant percentage of the poor population is practically excluded from ascending the income scale. The existence of " free access " does not solve existing restrictions within the selection process developed through primary and secondary education. Moreover, another factor aggravating this inequity is explained by the existence of private institutions, geographically concentrated in mostly developed areas, offering limited disciplines, which address mainly the needs of higher income populations. However, in the last decade, public expenditures for higher education increased far more than that for education in general, a fact that forced decreasing per student investments, in turn fostering lower quality of education, and further hampering support for educational reforms, demonstrated by the high rates in student dropouts. Despite a series of changes during the 1990s in educational accreditation, and evaluation of institutions and disciplines, as well as financing mechanisms that would channel increased resources, there has been no impact diminishing inequities significantly. Within this context, the study analyzes higher education financing, and public expenditures, describing in the first chapter the higher education general characteristics, and how these affect access to, and equity of education. Also reviewed is the budget at different government levels, as well as considerations on private universities. Chapter three discusses alternative methods for allocation of resources among universities, while chapter four analyzes the structure, and financial aspects of each institution.
The Financing and Management of Higher Education: A Status Report on Worldwide Reforms by D. Bruce Johnstone with the collaboration of Alka Arora and William Experton. The decade of the 90 ' s has seen a remarkably consistent worldwide reform agenda for the finance and management of universities and other institutions of higher education. What is remarkable about the consistency is that there are very similar patterns in countries with dissimilar political-economic systems and higher educational traditions, and at extremely dissimilar stages of industrial and technological development. This review is an attempt to assess the status of this worldwide reform agenda in the late 1990s, in anticipation of the first years of the next millennium. This financial and management reform agenda can be viewed in five themes: a) expansion and diversification; b) fiscal pressure; c) orientation to the market; d) accountability; and e) quality and efficiency.
IIEP Database on Student Aid Resources - International Institute for Educational Planning (IIEP) http://lst-iiep.iiep-unesco.org/wwwisis/studsup.htm 400 references to government policies, policy studies, research projects and national student aid websites.
SUNY Buffalo: The International Comparative Higher Education Finance and Accessibility Project: http://www.gse.buffalo.edu/org/IntHigherEdFinance/ The International Comparative Higher Education Finance and Accessibility Project is a Ford Foundation-financed program of research, information dissemination and networking. The project is looking at the worldwide shift in the burden of higher education costs from governments and taxpayers to parents and students.
The International Comparative Higher Education Finance and Accessibility Project http://www.gse.buffalo.edu/org/IntHigherEdFinance The International Comparative Higher Education Finance and Accessibility Project is a three year, Ford Foundation-financed project to study the worldwide shift in the burden of higher education costs from governments and taxpayers to parents and students.
William College: Williams Project on the Economics of Higher Education http://www.williams.edu/wpehe/ The aim of the Project has been to do studies of the economics of colleges and universities that meet high analytical standards while staying close to the institutional realities and policy concerns that motivate interest in this sector, to be relevant to managers and policy makers, as well as scholars.
Regional Networks supported in-part by the World Bank Development Grant Facility (DGF):
Asia Pacific Quality Network http://www.apqn.org The Asia-Pacific Quality Network (APQN) serves the needs of quality assurance agencies in higher education in the Asia-Pacific region, a region that contains over half of the world’s population.
IberoAmerican Quality Assurance Network for higher education (RIACES) http://www.riaces.net/ La Red Iberoamericana para la Acreditación de la Calidad de la Educación Superior (RIACES), constituida formalmente en Buenos Aires en mayo de 2003, es una asociación de agencias y organismos de evaluación y acreditación de la calidad de la educación superior.
American Association of Collegiate Registrars and Admissions Officers (US) http://www.aacrao.org/ AACRAO is a nonprofit, voluntary, professional association of more than 9,300 higher education administrators who represent more than 2,400 institutions and agencies in the United States and in thirty-nine countries around the world. Their mission is to provide leadership in developing and implementing policy in the global educational community with a focus on the identification and promotion of standards and best practices in enrollment management, information technology, instructional management, and student services.
Council For Higher Education Accreditation (US) http://www.chea.org/ The Council of Higher Education Accreditation (CHEA) is a non-profit organization of colleges and universities serving as the national advocate for voluntary self-regulation through accreditation, with a membership of approximately 3,000 colleges and universities.
National Organization for Competency Assurance (NOCA) (US) http://www.noca.org/ Established in 1977, the National Organization for Competency Assurance (NOCA) is the leader in setting quality standards for credentialing organizations. Through its annual conference, regional seminars, and publications, NOCA serves its membership as a clearinghouse for information on the latest trends and issues of concern to practitioners and organizations focused on certification, licensure, and human resource development.
The Center for Quality Assurance in International Higher Education (US) http://www.cqaie.org/ The Center for Quality Assurance in International Education, located at the National Center for Higher Education in Washington, DC, is a collaborative activity of the higher education and quality and competency assurance communities both within the United States and between the United States and other country associations concerned with issues of quality and fairness in international academic and professional mobility, credentialing and recognition.
The Quality Assurance Agency for Higher Education (UK) http://www.qaa.ac.uk/ The Agency's core business is to review the quality and standards of UK higher education. They do this by auditing the way in which each university and college manages the overall quality and standards of its provision; and by reviewing academic standards and the quality of teaching and learning in each subject area. Reviews result in reports that are available to the public, on the web site and as printed publications.
Higher education in developing countries : Peril and promise Will developing countries be able to compete in the knowledge economy or do they face a future of increasing exclusion, unable to develop skills required for the twenty-first century? This report poses three queries in light of this question: What is the role of higher education in supporting and enhancing the process of economic and social development? What are the major obstacles that higher education faces in developing countries? How can these obstacles best be overcome?
Higher education : the lessons of experience This book shows how developing countries can reform higher education, despite wide variations within the sector from country to country. Using data from many reports and case studies, it suggests four main directions for reform: encouraging more kinds of public and private institutions, providing incentives for public institutions to diversify sources of funding, redefining the role of government, and introducing policies that emphasize quality and equity.
American Association for Affirmative Action http://www.affirmativeaction.org/ The American Association for Affirmative Action is the association of professionals managing affirmative action, equal opportunity, diversity and other human resource programs. Founded in 1974, the American Association for Affirmative Action (AAAA) is dedicated to the advancement of affirmative action, equal opportunity and the elimination of discrimination on the basis of race, gender, ethnic background or any other criterion that deprives people of opportunities to live and work.
Diversity & Affirmative Action in Higher Education http://www.aaup.org/AAUP/issuesed/diversity/ This page lists documents describing the American Association of University Professors' policies and ongoing work on these issues, and other pertinent information to allow members to follow current developments.
African Virtual University (AVU) http://www.avu.org/ The African Virtual University (AVU) is an innovative educational organization established to serve the countries of Africa. The objective of the AVU is to build capacity and support economic development by leveraging the power of modern telecommunications technology to provide world-class quality education and training programs to students and professionals in Africa.
Asociación Iberoamericana de Educación Superior A Distancia (AIESED) http://www.uned.es/aiesad/ This umbrella organization includes distance learning higher education institutions in Latin America and Spain. It provides good links to related documents and resources.
Asian Association of Open Universities (AAOU) http://www.ouhk.edu.hk/~AAOUNet/ This website is dedicated to the enhancement of professional and academic networking and collaborations among individuals, groups, organizations and institutions who are members of the Asian Association of Open Universities (AAOU). It also encourages inter- and intra-regional links with other similar organizations in the world.
The Inter-American Distance Education Consortium (CREAD) http://www.cread.org/ CREAD is a not-for-profit consortium of distance education throughout the Americas. The Nova Southeastern University, as host institution, supports the mission of CREAD—the development of inter-American distance education through inter institutional cooperation, resource sharing, and partnerships.
European Association of Distance Learning Universities (EADTU) http://www.eadtu.nl/ The European Association of Distance Teaching Universities is the representative organization of both the European open and distance learning universities and of the national consortia of higher education institutions active in the field of distance education and e-learning. Therefore it is the main voice of the community for open and distance higher education and e-learning in Europe.
UNESCO—International Institute for Educational Planning—Focus on E-Learning http://www.unesco.org/iiep/eng/focus/elearn/elearn_1.htm The International Institute for Educational Planning (IIEP) was created by UNESCO in 1963 in Paris, France. It is supported by grants from UNESCO and by voluntary contributions from Member States and others. IIEP is an integral part of UNESCO, yet it enjoys a large amount of autonomy.