Issue
27(2)
International
Policy Perspectives on Improving Learning with Limited Resources.
(2006). Carolin Kreber (Ed). San Francisco:
Jossey-Bass, 128pp. $29.00 (paperback). ISBN # 0-7879-8705-0.
Review
by: Heather
T. Zeng
Career
Counselor
Fremont,
California
This
compendium largely focuses on reform efforts in higher education
across a number of countries discussing the environmental realities
of accreditation, accountability, and competition amidst globalization.
Unearthed in these country profiles are the significant gaps between
entities in respect to traditional ideals and philosophies about
the university and higher education's role in society. Kreber's
International Policy Perspectives on Improving Learning with Limited
Resources focuses on a varied range of higher education
perspectives on teaching and learning initiatives in Europe
, Australia
and North
America .
A
strength of the text is the sharing of The Bologna Declaration
which throughout Europe
has had an impact on the design of universities and program offerings.
It is interesting to note the goal of this agreement -- that crosses
European institutions of higher education - is to streamline programs
for student's ease in degree completion. U.S. Higher education
programs continue to provide unique incentives for students who
complete degrees expeditiously. The question of whether The Bologna
process, in terms of a uniform assessment of this transformation,
has largely taken footing amongst the institutions is difficult
to discern from the readings.
Another,
more notable aspect of this compendium of writings by leaders
affiliated with institutions of higher education, was the section
on Africa 's
higher education system. Authors reviewed the attempts to transition,
promote and integrate the positive African traditional ideals
into the pre-existing, largely European formatted, universities.
The concepts shared of communalism and ubuntu (comparable to "humanism"
p. 86) as potential platforms for university development seem
similar to the Morill Land-Grant Acts which fostered service and
"active" learning (p. 14) in the United
States . This is an exciting
prospect.
Although
each perspective shared has it own merit and insider look at the
system examined, the perspectives have limitations; no entities
could be examined comparatively due to gaps in the provided information.
The volume also falls short in its exclusion of further Asian
and Latin American countries that would provide a more comprehensive
picture of reform in the global landscape.
This
resource would be relevant to advisors interested in one of the
countries noted or those seeking a more specific understanding
of the context, environment and process of institutions for higher
education. The Higher Education Academy (2007) supports many of
the reform initiatives mentioned in the writings that center on
European Institutions in Teaching and Learning
Centers
at universities.
Those
projecting a teaching position or fellowship in these environments
may want to understand the support systems and policies in existence
that will foster instruction and teaching. Advisors may also be
interested in this edition as an overview document to get a sense
of either country specific information that might help students
looking at degrees abroad and see the philosophical traditions
prevalent.
Overall
the reading is helpful for those wanting an introductory understanding
of the context of higher education and reform initiatives internationally.
Reference
Higher
Education Academy
(2007). Retrieved on the WWW
March 13, 2007
at http://www.heacademy.ac.uk/3115.htm
