Category: Worldwide PSE

Innovation Without Borders: Galileo’s Networked Approach to Better Higher Education System

One of the biggest, but least remarked upon trends in European higher education in recent years is the growth of private for-profit, higher education. Even in countries where tuition is free, there are hundreds of thousands of students who now prefer to take courses at private for-profit institutions. To me, the question is, why? What sort of institutions are these anyway? Interestingly, the answer to that second question is one which might confuse my mostly North American audience. Turns out

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To Poach or Not to Poach

Hi all. Welcome back to nine whole uninterrupted weeks of the blog. Let’s get to it. A couple of weeks ago, I mused about the possibility of individual universities using philanthropic dollars to start poaching some talented researchers wanting out from the United States. Now comes news that the University Health Network—the super-hospital network that in research functions as a massive force multiplier to the University of Toronto’s medical school—is trying to hire 100 top early career researchers from around the

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The Fifteen, April 4, 2025

The latest edition of The Fifteen highlights stories on workforce readiness and labour productivity (Hong Kong, the UK) and the expansion and regulation of private higher education (Spain, Tunisia).  But we’re also covering such issues as access problems in Finland, faculty issues in Iran and admissions reform in Vietnam, as well as, inevitably, the latest policy atrocities in the United States. Enjoy! That’s our quick global roundup in higher education—from privatization, access and employment outcomes to ambitious reforms and the

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“Anything Can Be Done With Anything”: Innovative Universities with Dara Melnyk

There’s an old joke about innovation in higher education.  It goes like this:  How many universities does it take to screw in a lightbulb.  Change?  Maybe that’s a bit unfair, but it’s unquestionable that the sector isn’t famed for welcoming change, in particular radical change.  One particular aspect is what is called isomorphism – the tendency of all institutions to look the same because they are copying some “ideal” model university (think Harvard or Oxford); indeed, that institutions which don’t copy the model

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Universities and Gap Years

When starting out in international comparative higher education, one of the hardest things to do is to keep an open mind.  Universities are universities, you think.  They may vary in the way they are managed and funded, but what they are for, what they do and who they serve is the same everywhere, isn’t it?  But this is not, in fact, true.  And one of the most basic ways that universities around the world differ is the ages of the

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