Journal article
Types, Ranks and Profiles: The Patterns and Causes of Diversity in Higher Education
Publication Details
Authors: | Teichler, U. |
Publication year: | 2009 |
Pages range : | 115-132 |
Volume number: | 91 |
Start page: | 115 |
End page: | 132 |
ISSN: | 1612-9830 |
Abstract
Diversity is viewed as a necessary response to higher education expansion, because students' motivations, talents and job prospects become more varied because the research activities are not extended in tune with the teaching and learning activities. But the patterns of diversity differ strikingly by country. "Vertically": whether other institutional types are established, what role levels of study programmes and degrees play, and to what extent reputational differences of formally the same types of institutions and programmes are perceived, and altogether, whether steep or moderate differences of quality exist. "Horizontally": extent to which substantive profiles come into play: different areas of specialisation, different schools of thought as well as political and religious affiliation, academic vs. professional, theoretical vs. applied emphasis. The existing patterns of diversity never seem to be accepted as corresponding to the needs of society; existing patterns are constantly on the move as a consequence of institutional efforts to uprade their status, competition for resources, policies of clearly structuring systems, etc. National options vary substantially, and even the recent European option for a convergent system of study programmes and degrees, the Bologna Process, leaves room for subtle variations.
Diversity is viewed as a necessary response to higher education expansion, because students' motivations, talents and job prospects become more varied because the research activities are not extended in tune with the teaching and learning activities. But the patterns of diversity differ strikingly by country. "Vertically": whether other institutional types are established, what role levels of study programmes and degrees play, and to what extent reputational differences of formally the same types of institutions and programmes are perceived, and altogether, whether steep or moderate differences of quality exist. "Horizontally": extent to which substantive profiles come into play: different areas of specialisation, different schools of thought as well as political and religious affiliation, academic vs. professional, theoretical vs. applied emphasis. The existing patterns of diversity never seem to be accepted as corresponding to the needs of society; existing patterns are constantly on the move as a consequence of institutional efforts to uprade their status, competition for resources, policies of clearly structuring systems, etc. National options vary substantially, and even the recent European option for a convergent system of study programmes and degrees, the Bologna Process, leaves room for subtle variations.
