World-Class Universities: The Sector Requirements
Much work has been done on the nature of and internal requirements for world-class universities. However, less work has been done on the sector requirements in which world-class universities might prosper. This chapter analyzes these sector requirements a
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World-Class Universities: The Sector Requirements Stephen P. Heyneman and Jeongwoo Lee
4.1 Background Over the past decades, there have been some significant changes in higher education globally. First of all, entry rates in higher education in the OECD countries were approximately 10% around 1960 (OECD 2003), but by 2008, the enrollment rate in many OECD countries had expanded to over one half of the relevant university age group. In Germany, for example, the enrollment rate had reached 46%; in the United Kingdom, it was 57%; in Australia, it was 77%; and in Korea, it was 98% (UIS 2011). Accordingly, the portion of the adult working population in OECD countries with university degrees expanded in the 30 years between the 1960s and the 1990s from 10% to approximately 30% (OECD 2001). For instance, the rate of college-educated people in the work force in 1960 was 13% for Germany and 8.7% for Japan (Perkins 1991); in 1999, it was 26% for Germany, 33% for Japan, and 39% for the United States in 1999 (OECD 2001). Second, in many cases, the expansion depended largely on the nongovernmental sector. For instance, approximately 28% of the higher education student population in the USA is enrolled in private universities (OECD 2010). In Poland and Mexico, private universities account for approximately one student in three; in Korea, it is eight out of ten (Shin and Harman 2009). Third, in the OECD countries except for Korea, Turkey, and Switzerland, over half of the student population is now female – a segment once traditionally underrepresented. Both the UK and the US females
S.P. Heyneman () Peabody College of Education, Vanderbilt University, Tennessee, USA e-mail: [email protected] J. Lee International Education Policy and Management, Peabody College, Vanderbilt University, Tennessee, USA e-mail: [email protected] J.C. Shin and B.M. Kehm (eds.), Institutionalization of World-Class University in Global Competition, The Changing Academy – The Changing Academic Profession in International Comparative Perspective 6, DOI 10.1007/978-94-007-4975-7 4, © Springer ScienceCBusiness Media Dordrecht 2013
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accounted for 57 and 56% in Australia in 2009 (UIS 2011). Their overrepresentation now extends to many professional programs including medical and law schools, engineering, and even computer sciences. Fourth, higher education is no longer available only to traditional college-age students who enroll full-time right after high school. In both the UK and the USA, 39% of the students attended part-time in 2008 and overage enrollment rate was 6% in Australia and 7% in the USA in 2008 (UIS 2011). Fifth, in the 1990s, higher education finance had not kept pace with the expansion of students. Per-student expenditures declined in such countries as France, Ireland, Spain, the USA, Switzerland, Italy, and Japan. However, by 2006, this trend had reversed. Per-student expenditures increased in every OECD country with the exception of Germany, Greece, Ireland, and Norway (OECD 2010). Once
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