The latest edition of the IAU Horizons (Vol. 19 No.2) is now available online.
16-18 October 2013: Third Conference of the Americas on International Education (CAIE 2013), Monterrey, Mexico.
For the third time, the IAU has been invited to partner with the organizers of the Conference of the Americas on International Education that is planned for 16-18 October, 2013 in Monterrey, Mexico. The third edition of the CAIE has, as its focus, Knowledge Mobility: Responsibility and Resources. The conference is being coordinated by the Inter-American Organization of Universities (IOHE) which holds the secretariat for CAIE until 2013 in collaboration with more than 20 organizations from Canada, the USA and Latin America. It is hosted by Universidad Autonoma de Nuevo Leon and AMPEI, the Mexican association for international education. IAU has agreed to join once again the Advisory Committee for the Conference and to take part in the event which will examine the role of various actors in the processes of internationalization and discuss how best to mobilize and engage them in the interests of strengthening the quality of higher education. A large number of sessions, workshops and networking sessions are being planned. For more information and to get involved in diverse ways in the conference, please visit the new CAIE website: www.caie-caei.org.

The latest edition of the IAU Horizons (Vol. 19 No.2) is now available online. The In Focus section of the magazine includes 14 papers focusing on Innovative Approaches to Doctoral Education in Africa.
Ofering doctoral educati on has become for some, a sine qua non condition of a true university, a key indicator of research-based education and certainly an essential ingredient of innovation. Thus, the state and quality of doctoral programs, their evolution and development are at the centre of much attention, including in African higher education institutions. Doctoral education in Africa is the subject of the ‘In Focus’ section in this issue of IAU Horizons. The papers presented, coming from a variety of countries in sub- Saharan Africa, offer a concentrate of the challenges being addressed with more or less success, as leaders and academics strive to increase both the quality and the quantity of doctorate holders. Noting, inter alia, the absence of policy frameworks to structure doctoral education, the lack of financial resources to support their development, a very serious shortage of qualified supervisors in most countries and several other issues, the authors also report on initiatives and projects that offer possible solutions. Many of the authors are from universities that have taken part in the IAU project which has for some time now examined the ways doctoral education is changing and what models are being taken up in various universities in Africa. More information on this project is available at IAU’s new portal: www.idea-phd.net/.
Among its other regular features this issue of the IAU’s magazine includes a round-up of news from IAU Board Members who met in Salford, UK for the first Board meeting since their election in November 2012. As reported in the following pages, during the Board meeting various Working Groups and Committees were reconstituted to steer the IAU’s work on various themes in the coming months. The Board also set the working agenda for the upcoming months, confirming the plans for the IAU 2014 International Conference to take place in Iquitos, Peru in March next year. This Board meeting coincided with the 5th biennial edition of the IAU Global Meeting of Associations which invited leaders of university associations to discuss how diversity, particularly institutional diversity, impacted on their work. Association representatives from all continents noted that the concept of diversity itself can take on a variety of meanings and can certainly be both a major source of benefits for a higher educational system and a barrier in the efforts to create a strong, unified voice in support of higher education.
On the occasion of this GMA, IAU happily accepted an invitation from the Association of African Universities to hold the 6th GMA in Accra, Ghana in collaboration with AAU and the University of Ghana.
Diverse IAU activities related to the Association’s priority areas such as promoting equitable access and success in higher education or the launch of the 4th Global Survey on internationalization of higher education are also reported briefly. Institutional representatives seeking ways to get involved in the work of the IAU will also find useful information in the following pages, as we present various calls for expressions of interest for collaborating in IAU projects. And, should you not find the information you are seeking, be aware that IAU’s website is now complemented by three distinct and interactive portals focusing on projects related to doctoral education as noted above, higher education and sustainable development (www.iau-hesd.net) and higher education and Education for All (www.heefa.net), respectively. Eva Egron-Polak

The latest edition of the IAU Horizons (Vol. 19 No.2) is now available online.
The In Focus section of the magazine includes 14 papers focusing on Innovative Approaches to Doctoral Education in Africa.
It also features a report on the IAU’s 5th Global Meeting of Associations(GMA V) as well as on the 1st meeting of the IAU Administrative Board (2012-2016), which both took place in Salford, UK, in Spring. The magazine provides updates on recent IAU work, projects and activities developed in the context of the Association’s key priority themes, such as the launch of the IAU 4th Global Survey on Internationalization of Higher Education. It as well presents the latest IAU publications and a selection of books received at the IAU. Gilles Breton (University of Ottawa, Canada) this time contributes a column about “The Market University”. The magazine concludes with a Calendar of Events.

The IAU is pleased to share activities carried out by IAU Members, Women’s University in Africa and the Universiti Kebangsaan Malaysia, to improve children’s learning through quality teacher education in response to IAU's call for support in the 2013 Global Action Week campaign, Every child needs a teacher.
At the Universiti Kebangsaan Malaysia, the Centre of Excellence for Learning Diversity responds to varied needs of stakeholders while their university-community initiative, Academic Excellence Programme For Schoolers, aims to improve a community’s well-being through education and better trained student-teachers. Read more here.
The Women’s University in Africa focuses on ongoing teacher education through a comprehensive teacher education programme.
IAU decided to become involved in the 2013 Global Action Week due to this year's theme. IAU solicited support through its membership to raise awareness of the direct link between higher education and EFA.The Global Campaign for Education – a civil society movement whose aim is to help reach Education for All (EFA) - launches every year a Global Action Week to mobilize local and global support for EFA. This year’s theme of the Global Action Week is Every Child Needs a Teacher. It takes place from 21 to 27 April 2013.
Since teacher education is often taking place at the higher education level, IAU is taking action through the support of Education Department/Faculties and asks them to:

• Tell IAU about their activities. Show the community and the world what your institution is doing to improve child learning through quality teacher education. Send information on related activities to Ms. Nadja Kymlicka before 27 April 2013, it will be disseminated widely the week after.
• Run a campaign. Download the campaigning tools and put up free campaign posters at your faculty (available in Arabic, English, French, Portuguese, and Spanish). http://everychildneedsateacher.org/
• Get visible globally. Post information directly on the HEEFA Portal now!

With the assistance of an expert Advisory Committee and support from our sponsoring partners, British Council, the European Commission, NAFSA and EAIE, the IAU has now launched the survey which will collect institutional data on the state of higher education internationalization worldwide. 9,000 universities and other higher education institutions have been sent an electronic invitation to take part in the survey by completing an online questionnaire. The initial deadline for completing the questionnaire is June 30 and each institution can chose to complete the survey in English, French of Spanish. All respondents who complete the questionnaire fully will receive a copy of the Executive Summary of the 4th Global Survey Report which will be prepared by IAU in 2014.
The invitations have been sent to the Heads of HEIs and/or to the individuals responsible for International Relations/Office. IAU aims to double its sample size in this 4rth edition of the Survey and so, everyone’s help is needed. Please ensure that your institution is completing the questionnaire and if you have doubts or wish to receive more information, please contact the IAU at: iau@iau-aiu.net.
More information on the 3rd Global Survey Report published by IAU in 2010 is available here.

IAU is seeking applications from Librarians in African IAU Member institutions / organisations to participate in the Validation Workshop of the IAU project on The Role of Academic Librarians in the Development, Use and Reuse of Open Educational Resources (OER).
The Workshop aims to obtain feedback on and improve the IAU project, and work on possible ways forward for its implementation from an African perspective.
It will take place in Accra, Ghana from 12 to 13 September 2013 and is being organised in collaboration with the Association of African Universities (AAU). The working language will be English.
The Workshop has obtained financial support from the UNESCO Participatory Fund.
To find out more about the Workshop and the Project read the Call for Participation and return a completed application form.
Deadline for applications: 10 June 2013
Contact: Amanda Sudic or Isabelle Turmaine

The IAU is pleased to announce that it has just launched a new project designed in order to assist universities to critically examine their policies and practices that promote and improve the provision of equitable access to and ensure success in higher education for all students and most particularly for students from under-represented groups in society. 31 IAU Members from almost as many countries around the world are currently undertaking a Self-Study of all related policies and practices they put in place in order to promote equitable access and success, using a common Self-Study guide developed by the IAU for this purpose.
The Association is linking this activity to the European Access Network’s (EAN) first World Congress on Access to Postsecondary Education (7-10 October, 2013), by organizing an IAU Access and Success workshop bringing together representatives of the institutions participating in the project. Coming together after having undertaken a structured self-review, they will be invited to analyze the opportunities and challenges they experience at the institutional level and suggest ways to address them through collaboration.
To learn more about the project coordinated by Eva Egron-Polak and Élodie Boisfer please do not hesitate to contact them. And in order to learn more about the World Congress and make a proposal, please read the following and/or do not hesitate to visit the World Congress website.

The latest edition of Higher Education Policy (HEP) is a multi-themed edition containing the following articles:
Regulating Cross-border Higher Education: A Case Study of the United States - Jason E Lane, Kevin Kinser and Daniel Knox;
Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective – Didi M E Griffioen and Uulkje de Jong;
Higher Education Policy Reform in Ethiopia: The Representation of the Problem of Gender Inequality - Tebeje Molla;
Seeding Change through International University Partnerships: The MIT-Portugal Program as a Driver of Internationalization, Networking, and Innovation - Sebastian M Pfotenhauer, Joshua S Jacobs, Julio A Pertuze, Dava J Newman and Daniel T Roos;
Governance and Institutional Autonomy: Governing and Governance in Portuguese Higher Education – António Magalhães, Amélia Veiga, Filipa Ribeiro and Alberto Amaral;
Scope and Determinants of the ‘Third Role’ of Higher Education Institutions in Germany - Henning Kroll, Esther Schricke and Thomas Stahlecker.
This issue also presents two book reviews on Student Mobilities, Migration and the Internationalization of Higher Education, written by Rachel Brooks and Johanna Waters, and The Evaluative State, Institutional Autonomy and Re-Engineering Higher Education in Europe: The Prince and His Pleasure, written by Guy Neave.
For more information, abstracts and ordering, please visit the Journal’s homepage on Palgrave Macmillan's website.

A new report examines the degree outcomes and later employment of students who began full-time degree courses in the 2006-07 academic year. Published by HEFCE, the report allows us for the first time to map the success of university entrants over time, on the basis of their entry characteristics, degree subject and choice of institution.
The report analyses data on the 225,765 young, UK-domiciled students who started full-time first degree courses at higher education institutions in the academic year 2006‑07 [Note 2]. It looks at degree attainment and level, and at later employment or study and whether this is at graduate level.
For context, the report charts the cohort’s predecessors’ outcomes from 2002-03 onwards. This section shows that overall from 2002-03 to 2006-07, the proportion of students gaining first or upper second degrees increased each year, while the proportion who did not qualify fell. Following a dip, those among the 2006-07 cohort who proceeded from qualification to employment or further study had recovered almost to 2002-03 levels. Read more...

The Government has announced its intention to make further changes to the regulation of higher education in England [Note 1]. These changes follow the 2011 Higher Education White Paper ‘Students at the heart of the system’ [Note 2], which sets out the Government’s plans for placing higher education on a financially sustainable footing, delivering a better quality student experience, and promoting social mobility.
The success of higher education in England is underpinned by the principles of institutional autonomy and academic freedom, and the new arrangements build on these strong foundations. The Government has asked HEFCE and the Regulatory Partnership Group (RPG) [Note 3] to implement them within existing legislation, while recognising that a new legislative framework will be required in the longer term.
Working in partnership with the RPG, HEFCE is asked to take on a regulatory oversight and coordination role [Note 4]. HEFCE is leading work on a number of strands of the new arrangements:

• developing a register of higher education provision in England [Note 5]
• consulting on proposed revisions to HEFCE’s Financial Memorandum [Note 6]
• operating of a new system of specific-course designation for alternative providers [Note 7]
• implementing further changes to student number controls, including extending them to alternative providers from 2014-15.

The Government has announced that it intends to delegate to HEFCE responsibility for the process of approving designation of HEFCE-funded universities and colleges, and for providing assurance that the agreed terms and conditions are met. Eligible courses at these institutions are and will continue to be designated automatically, allowing students to access student support. Institutions will not be required to undergo a separate designation process. This means that in practice there will be little change for existing institutions, and no additional administrative burden. More...