NOMA Summer School 2013: From Principles to Practice: Higher Education Policy and Research Project Management


NOMA Summer School 2013: From Principles to Practice: Higher Education Policy and Research Project Management

Read Summer School participants Mari Elken and Jens Jungblut's report "Balancing integrity and the ‘dirty’ world of research" published in University World News.


 

This summer school, From Principles to Practice: Higher Education Policy and Research Project Management (20-25 January 2013), will reflect on two increasingly important but seldom-addressed topics in doctoral education: research project management and policy formation in higher education.

In recent years and around the world, research funding has become increasingly competitive within tight budgetary environments, and researchers have been compelled to identify external funding sources for their work. This is true for new PhD graduates today, who pursue careers as researchers (in academia or elsewhere) – they will more than likely become involved in projects that are funded from a variety sources. Working on externally-funded projects in this way brings an additional set of demands to research projects in terms of process and outcomes, and researchers are required to develop the skills and competencies necessary to manage such projects. In particular, the success of a project proposal depends directly on the ability of the researcher to navigate between his or her own interests, the funders’ expectations, and the standards of academic work.

In addition to changes in the research environment brought about by funding arrangements, PhD students working in the field of Higher Education Studies need to acquire policy analysis skills since many research and thesis projects in this field have policy intentions or implications – whether explicitly or implicitly stated – at (inter)national or institutional levels.

The summer school will be research-oriented and based mainly on the ongoing research projects of the participating professors. These projects will serve as examples through which the students will be introduced to challenges and recent changes in the research and policy worlds. The summer school aims at giving the participants an inside view into the working life of an externally-funded research project and the process of application, planning for outcomes, and possible policy effects. Topics like academic quality, impact of the project, deliverables, trends in methodology, ethics, collaborative research networks, etc., are only a few of the issues to debate in this context. 

This summer school is funded by the Norad/NOMA Masters in Higher Education cooperation project and the partners are the University of Oslo (UiO), University of the Western Cape, Eduardo Mondlane University (EMU), and the Centre for Higher Education Transformation (CHET).

Invited guest lecturers

  1. Teboho Moja, Professor, Steinhardt School of Culture, Education, and Human Development, New York University
  2. Johan Muller, Professor, School of Education, University of Cape Town
  3. Bjørn Stensaker, Professor, Faculty of Educational Sciences, University of Oslo
  4. Julian May, Professor of Development Studies, University of Western Cape
  5. Hamish Coates, LH Martin Institute, University of Melbourne

Participants

  • Approximately 30 masters and PhD students from Europe, the USA, Africa and Australia. Click here for a list of participants.

Programme

  • Click here to view the programme for the Summer School.

 



Readings

Readings for group projects

  1. Ford Foundation and NOHRED Grant Proposal Guidelines

Open application to the Ford Foundation:

  1. Applying to Foundations -- Relevance Driven
  2. Ford Foundation Perfect Proposal: HERANA Phase 2

Competitive application to the Research Council of Norway:

  1. Research Council of Norway Work Programme 2009-2018
  2. Example Application (Researcher Project "Utdanning2020")


Readings for specific days


Monday:

  1. Ramirez FO and Christensen T (2012) The Formalization of the University: Rules, Roots, and Routes
  2. Christensen T, Gornitzka A and Maassen P (2012) Global Pressures and National Cultures: A Nordic University Template?

Wednesday:

  1. Olsen J (2009) Democratic Government, Institutional Autonomy and the Dynamics of Change
  2. Christensen T and Lægreid P (2011) Complexity and Hybrid Public Administration

Thursday:

  1. Maassen P (2012) System Diversity in European Higher Education


General reading list

  1. Badat S (2009) From Innocence to 'Epistemic Reflexivity': Critical Researchers and South African Higher Education Policy Making Post 1990
  2. Badsha N and Cloete N (2011) Higher Education: Contribution to the NPC's National Development Plan
  3. Bailey T (2010) The Research-P“olicy Nexus
  4. CHET (2012) Centre for Higher Education Transformation (CHET): Context and Role in Capacity‐building and Policy Reform in South African Higher Education
  5. Christensen T and Lægreid P (2010) Complexity and Hybrid Public Administration
  6. Christensen T, Gornitzka A and Maassen P (2012) Global Pressures and National Cultures: A Nordic University Template?
  7. May J (2003) 'Talking to the Finance Minister about Poverty': Pro-Poor Policy and the Political Economy of Information
  8. Maassen P (2012) System Diversity in European Higher Education
  9. Muller J and Cloete N (1986) The White Hands: Academic Social Scientists and Forms of Popular Knowledge Production
  10. Muller J and Cloete N (1993) Out of Eden: Modernity, Post-Apartheid and Intellectuals
  11. Olsen (2009) Democratic Government, Institutional Autonomy and the Dynamics of Change
  12. Stephenson R and Hennink M (2002) Moving Beyond Research to Inform Policy: Barriers and Strategies in Developing Countries
  13. Ramirez FO and Christensen T (2012) The Formalization of the University: Rules, Roots, and Routes
  14. Sutcliffe S and Court J (2005) Evidence-Based Policymaking: What is it? How Does it Work? What Relevance for Developing Countries?