By Deane Neubauer, Yoshiro Tanaka (eds.)
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Extra info for Access, Equity, and Capacity in Asia-Pacific Higher Education
1 Despite the widespread criticism of these measures as being excessively narrow and too readily equating a certain kind of research productivity with quality, such comparisons tend to have a life of their own and enter into many national policy discussions about which global institutions one should aspire to—evidence the framing and effect of China’s 211 and 985 projects. This equation of quality with globally ranked research competitiveness is of enormous consequence in seeking to clarify the meanings of capacity.
Government support for HE comes out of two budgets— the development budget (DIP) and the routine budget (DIK). Even with strong governmental support public HE has an entrepreneurial component as most universities generate discretionary funds from a variety of activities (including special fees charged beyond tuition, special international projects, textbook publications, contract research projects, selling of services, offering special customized courses, and so on). HE in Indonesia is also going through a decentralization phase consistent with neoliberalism.
And, the instrumental character of access ties capacity necessarily to other linkages, such as that for quality or effective outcomes, which are equally moving targets. Within the past two decades this attribute has most dramatically been demonstrated by what has come to be termed the alignment issue, the assertion that higher education institutions are insufficiently attuned to 34 Deane Neubauer the needs of the marketplace to supply graduates suitable for the kinds of rapid technological change characteristic of postmodern knowledge societies.
Access, Equity, and Capacity in Asia-Pacific Higher Education by Deane Neubauer, Yoshiro Tanaka (eds.)