EDUC 674A – International Higher Education Policy
Spring 2016
College of Education, University of Massachusetts Amherst
Mondays 7-9:30 p.m.
W015 Furcolo
Instructor
Joseph B. Berger
281 Hills South
545-1119
jbberger@educ.umass.edu
Office hours (either in person or virtual) are by appointment.
Textbook & Readings
All readings will be provided electronically via the course Moodle site.
Course Description
International Higher Education Policy is a seminar designed to explore the dynamic and complex
field of higher education policy from an international perspective. The course focuses on
contemporary trends, issues, drivers, opportunities and problems in higher education throughout
the world, and the policies that attempt to address them. More specifically, this course examines
key policy issues such as quality, access, relevance and financing in a wide variety of national
and international contexts. The importance of leadership, strategy, transparency, and
accountability at multiple levels is emphasized throughout the course. In addition, this course
includes a consideration of various approaches to analysis and critique of these polices and their
effects.
Course Objectives
At the end of this course, students should have an understanding of:

Current trends in and drivers of higher education policy worldwide;

The operations, policies, and salient issues from a variety of systems of higher education;

Policy innovations, implementation, and implications, with an emphasis on how the local
and global contexts impact policy;

How various approaches to policy impact key issues such as quality, access, relevance,
and finance in a variety of international contexts;

The importance of leadership, transparency, and accountability in higher education
policy;

Approaches to analyzing and critiquing policy within and across national contexts.
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Expectations
You are responsible for your own learning and for helping create a learning community!
This includes

Being ready to start class (promptly!) at the beginning of scheduled class meetings;

Regularly engaging with the instructor and classmates throughout the semester both in
person and through the Moodle communication tools we are using;

Reading and studying assigned material in a thoughtful, critical, and reflective manner;

Engaging with each other in meaningful dialogue in which participants openly examine
ideas and assumptions in a manner that leads to fuller understanding of the issues;

Submitting written assignments that are complete and properly formatted (conforming to
APA guideline standards – this is an absolute must!) and on time.
Academic Honesty
The integrity of the academic enterprise of any institution of higher education requires honesty in
scholarship and research, academic honesty is required of all students at the University of
Massachusetts Amherst. Academic dishonesty is prohibited in all programs of the University.
Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and
facilitating dishonesty. Appropriate sanctions may be imposed on any student who has
committed an act of academic dishonesty. Instructors should take reasonable steps to address
academic misconduct. Any person who has reason to believe that a student has committed
academic dishonesty should bring such information to the attention of the appropriate course
instructor as soon as possible. Instances of academic dishonesty not related to a specific course
should be brought to the attention of the appropriate department Head or Chair. Since students
are expected to be familiar with this policy and the commonly accepted standards of academic
integrity, ignorance of such standards is not normally sufficient evidence of lack of intent.
Graded Activities
There are 5 graded activities over the course of the semester. They are described briefly below
and there will be more detailed instructions on Moodle.
Class Participation (15 points)
A mutually supportive, yet challenging and informed, dialogue with others facilitates the
development of individual knowledge, attitudes, and values. Each of you is expected to engage
in meaningful discourse at every in-person class meeting and through on-line interactions.
Attendance is essential, as is careful preparation through thoughtful and integrative reading
(reading means thorough studying, not mere skimming) of assigned materials. Class members
are encouraged to bring questions, issues, critiques, and insights from the readings and other
relevant materials to every class meeting and to the Moodle-based activities.
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Please feel free to check with me periodically throughout the semester if you wish to know the
status of your class participation grade.
Summary of One Country’s Higher Education System (15 points)
Each student will write an 8-10 page paper detailing the higher education system in one selected
country. This should include an analysis of several of the following topics, as appropriate:
history of the system, current structure, relevant current policies and policy climate, and
challenges and issues for higher education. These issues should be related to several of our class
themes as represented on the syllabus (i.e., access, quality, relevance financing higher education,
etc.). (Due 7pm on February 11).
Literature Review of a Specific Higher Education Policy (20 points)
Each student will write an 8-10 literature review for one policy-related subtopic, from our list of
themes represented on the syllabus. Policy and empirical literature should be reviewed across
many countries (if possible). This is not intended to be a country-specific review, but a review of
this policy in a comparative and contextualized manner. Thus, part of the review may detail how
implementation, effects, or challenges differ by context. (Due 7pm on March 11).
Report on the Implementation and Outcomes of a Higher Education Policy (40 points)
Each student will write a 15-20 page report that integrates the prior writing assignments. This
paper should explore the policy topic that was examined in the literature review, but in more
detail for the specific context(s) that was analyzed in the first paper. Students may analyze this
policy for that one country via a case study, or may analyze this policy for 2 countries in a
comparative manner. The goal is to have a very in depth presentation of the history, current
status, and future projections of this policy in a specific context(s), touching on as many of the
themes discussed in class as appropriate. The assignment also includes a 2-3 page Policy Memo
(as an Appendix at the end of the paper) addressed to some decision-making authority within the
country or a potential donor that provides a non-academic explanation of the policy issue, why it
is important for that country, and recommendations for addressing the policy issue. Think of this
memo as an executive summary that provides a clear overview of the issue and its associated
challenges, potential solutions and recommendations. (Due 7pm on May 4).
Country Presentation (15 points)
Each student will make a presentation to the class about their country, the policy issues they are
focusing on, their analysis of policy options and their recommendations. The presentation
utilizes the material developed for the written assignments.
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Grading
The University of Massachusetts Amherst uses the following grading system for Graduate
courses: A, A-, B+, B, B-, C+, C, F.
Your final grade will be calculated using the following scale:
93—100….....................A
90—92….......................A87—89….......................B+
83—86….......................B
80—82….......................B77—79….......................C+
73—76….......................C
70—72….......................CAccommodation Statement
The University of Massachusetts Amherst is committed to providing an equal educational
opportunity for all students. If you have a documented physical, psychological, or learning
disability on file with Disability Services (DS), Learning Disabilities Support Services (LDSS),
or Psychological Disabilities Services (PDS), you may be eligible for reasonable academic
accommodations to help you succeed in this course. If you have a documented disability that
requires an accommodation, please notify us as soon as possible (and certainly within the first
two weeks of the semester) so that we may make appropriate arrangements. The Office of
Disability Services at UMass Amherst handles all accommodations for students taking online
courses. There is more information about how to contact them at:
http://www.umass.edu/disability/
Academic Honesty Statement
It is expected that all graduate students will abide by the Graduate Student Honor Code and the
Academic Honesty Policy (available at the Graduate Dean’s Office, the Academic Honesty
Office (Ombud’s Office) or online at
http://www.umass.edu/gradschool/handbook/univ_policies_regulations_a.htm). Sanctions for
acts of dishonesty range from receiving a grade of F on the paper/exam/assignment or in the
course, loss of funding, being placed on probation or suspension for a period of time, or being
dismissed from the University. All students have the right of appeal through the Academic
Honesty Board.
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Course Topics – Week by Week
Date
Topic
Readings
January 20
Introduction

Syllabus
January 27
Current Trends

Altbach, Reisberg & Rumbley

Pura (PPT)

Peril and Promise Ch. 1

Peril and Promise Ch. 3

Bourguigon & Rogers – World Bank Conference on
Higher Education and Development

Sitaker (PPT)

Blanco and Berger

Peril and Promise Ch. 2

Initial Country Summaries (student generated)

Explore UNESCO Institute for Statistics
(http://www.uis.unesco.org/Education/Pages/tertiaryeducation.aspx)

Lenn

Peterson

INQAAHE

Afghan Quality Assurance and Accreditation
Standards

Marginson

Klemencic & Fried

Dunrong

Mizikaci & Baumgartl

Shabani

Winters

Agarwal

Sustainability Management

Johnstone

Barr

Millot
February 3
February 10
February 17
February 24
March 2
March 9
March 16
Policy Drivers and
Frameworks
Value of Higher
Education
Quality
Access
Relevance
Investment
No class – Spring Break
5
March 23
March 23
March 30
April 6
April 13
Organization,
Management and
Leadership

Peril and Promise, Ch. 4

Blunt & Jones

Berger, Hudson & Blanco
Stakeholders and
Agendas

Jongbloed, Enders & Salerno

Maric
Strategic Planning
and Performance

Berger & Hayward

PASSHE Strategic Plan 2020

Afghanistan National Higher Education Strategic
Plan
Country
Presentations
April 27
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