共查询到20条相似文献，搜索用时 250 毫秒
1.
《International Journal of Educational Development》2004,24(2):137-154
Trends suggest that business practices and private sector ideas and values are increasingly permeating public funded higher education institutions world-wide. The impact of business practices and values on higher education policy and practice is discernible in the growing dominance of global privatisation, quasi-marketisation and new managerialism in the higher education sector. However, reactions of different role players and responses of higher learning institutions to these external demands have varied according to local conditions and institutional types. This article contributes to the debate on the increasing permeation of business practices and private sector ideas and values on higher education in South Africa after apartheid using the case study of the University of Pretoria. It begins with the review of debates on higher education on this topic in general, and then moves on to analyse these debates in South Africa using the resource dependence theory and structuralism as conceptual frames. It argues that: (i) the increasing marketisation and quasi-marketisation in higher education and training could be attributed to the influence of neo-liberalism and new managerialism; (ii) changes in higher education provision, policy and practice in South Africa need to be understood in terms of marketisation and quasi-marketisation rather than in terms of privatisation; (iii) although the influence of these external forces is unlikely to be reversed, provision, policies and practices must be tempered by imperatives of redress and equity in South Africa; and (iv) the case study of the University of Pretoria reported here is used as an example of the extent to which institutions are becoming entrepreneurial. 相似文献
2.
Richard Smith 《Asia-Pacific Journal of Teacher Education》2000,28(1):7-28
Teacher educators everywhere experience, and are concerned about, strained university-school relations. As feelings of unease and uncertainty intensify, pressures increase to re-jig teacher education programmes. Consequently, variations on the theme of teachers and teacher educators working together have emerged recently in an attempt to bridge the gulf between campus and the schools. These revisions can easily delude teacher educators into thinking that criticisms of teacher education have been countered and that the future is secured. Another interpretation is that these developments are signals that the logic of the traditional model is out of step with the times. Such signals point to the transformation and redefinition of institutions for a new kind of society. Relationships with historic partners-schools, employers, parents and teachers' unions-take on new meanings as universities and teacher education undergo reorganisation. Under these conditions, the leadership role of teacher education loses its legitimacy. Claims that university-based teacher education generates definitive teaching-related research and is the clearing-house for powerful knowledge about teaching and curriculum are no longer credible beyond the university. Further, universities and school systems increasingly judge their success by participation in an expanded global market. The inevitable outcome is a high degree of competition between (and variety in) teacher education programmes. In that environment, and with few political allies, the university-based teacher education model cannot easily survive as the principal form of teacher pre-service preparation. The challenge for teacher educators is to engage the forces that drive institutional change rather than expecting existing practices to guarantee the future. This paper proposes some principles for new approaches to teacher education that lie beyond present models. The inexorability of change and the unpredictability of the future are ideal conditions for recreating teacher education rather than celebrating its demise. 相似文献
3.
Romy Lawson Tracy Taylor Erica French Eveline Fallshaw Cathy Hall Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595
Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes. 相似文献
4.
王晓玲 《新疆职业大学学报》2006,14(3):18-20
实现供应链的有效管理是每个企业的梦想,然而,在当今市场需求突变、经营模式发生变化的情况下,传统的业务流程管理模式则显现出很大的不适应性。文章论述了供应链管理环境下,企业业务流程再造与企业供应链管理的关系;供应链管理环境下进行企业业务流程再造的原则、方式以及企业业务流程再造对供应链管理产生的影响和促进作用。 相似文献
5.
Noeline Alcorn 《Journal of educational administration and history》2007,39(3):255-269
Policy changes in higher education internationally have led to greater institutional competition and performativity and a shift from academic to business management for institutional leaders. Major changes to tertiary education management in New Zealand, legislated in 1990, had a particularly marked impact on teacher education institutions, previously subject to Department of Education control over curriculum, student numbers, and budgeting. The role of college leaders was to provide professional leadership and to lobby the Department for resources. Post 1990, College Councils became financially accountable, principals became employers; institutions competed for students and were free to devise new programmes. This paper examines the impact of these changes on the leadership roles of college principals as they grappled with the new deregulated environment. It examines the results of these changes from five perspectives: managing change and new directions; the role as employers; financial management; competition, compliance and accountability; and relationships with universities. 相似文献
6.
The ascendancy of neoliberalism and the associated discourses of ‘new public management’, during the 1980s and 1990s has produced a fundamental shift in the way universities and other institutions of higher education have defined and justified their institutional existence. The traditional professional culture of open intellectual enquiry and debate has been replaced with a institutional stress on performativity, as evidenced by the emergence of an emphasis on measured outputs: on strategic planning, performance indicators, quality assurance measures and academic audits. This paper traces the links between neoliberalism and globalization on the one hand, and neoliberalism and the knowledge economy on the other. It maintains that in a global neoliberal environment, the role of higher education for the economy is seen by governments as having greater importance to the extent that higher education has become the new star ship in the policy fleet for governments around the world. Universities are seen as a key driver in the knowledge economy and as a consequence higher education institutions have been encouraged to develop links with industry and business in a series of new venture partnerships. The recognition of economic importance of higher education and the necessity for economic viability has seen initiatives to promote greater entrepreneurial skills as well as the development of new performative measures to enhance output and to establish and achieve targets. This paper attempts to document these trends at the level of both political philosophy and economic theory. 相似文献
7.
Abe Johnson 《Community College Journal of Research & Practice》2018,42(6):389-404
This qualitative instrumental case study explored the experiences and perceptions of seven community college leaders of their use of anticipatory leadership. Two research questions guided this study: (a) How do community colleges use anticipatory leadership to respond to internal and external changes? (b) How do community college leaders use anticipatory leadership principles for problem solving? The themes that emerged to address question one were engagement with others is required to respond to change effectively, data analysis and currency of knowledge are required to identify gaps and to respond to them, leaders must be willing to take calculated risks, and leaders must communicate effectively in order for change to occur. The themes that emerged to address question two were analysis of data is instrumental to identifying and closing the gaps in institutions, leading to better informed decisions; and anticipatory leadership reduces the need to use reactionary leadership practices. The findings of the study are that the participants identified and supported that anticipatory leadership practices are effective for responding to change. The anticipatory leadership practices highlighted as needed by the participants included the need for leaders who are engaged, have the skills and ability to utilize data to make decisions, are current in their higher education knowledge, take calculated risks when needed, and can communicate effectively. These skills are needed for community college leaders to be able to be proactive versus reactionary in their decision-making, as well as effective with their gap analysis identification, trend predictions, decision-making, and problem solving. 相似文献
8.
徐冰 《黄冈职业技术学院学报》2014,(3):52-55
随着社会环境和企业运作模式的转变,采购管理工作已经告别了以往如何花钱买东西的时代,而进入采购供应链、战略采购的新阶段。传统高职教育的教学模式已经难以适应时代的新要求,通过教学实践探索,针对采购与供应链管理课程教学过程中存在的问题,提出案例教学法、任务驱动教学法、情景教学法、模拟实验教学法等若干教学改革思路,旨在培养学生分析问题与解决问题的实际能力,提高教学实效,实现人才培养目标。 相似文献
9.
The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. Such practices are beneficial to all institutions of higher education seeking accreditation or reaffirmation. This article addresses the identification of requisite processes, describes an approach for defining them, and suggests a format for documenting their essential elements. We discuss the value of quality management practices to higher education and present caveats and considerations for successfully implementing this methodology. 相似文献
10.
Dennis Alonzo Negin Mirriahi Chris Davison 《Assessment & Evaluation in Higher Education》2019,44(4):636-652
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding of what constitutes SBA practices, we explored the construct of academic SBA practices using both theoretical and empirical approaches. We developed a tool, based on the principles of SBA emerging from practices noted in the literature and identified from focus groups. We used factor analysis to extract the dimensions of the construct and to establish empirical evidence for the utilisation of the tool using a data set of 410 academics who engaged in self-assessment. Results showed that a six-factor model is the most parsimonious among other models. We used these dimensions to develop a framework for describing academic SBA practices. The use of the framework and tool has critical implications for curriculum design, professional practice and development, and policy articulation. 相似文献
11.
While the world market for international students in higher education is dominated by traditional major players such as the US, UK and Australia, Malaysia has emerged as a recent contender with a market share of 2%. There is a gap in the literature in assessing the contributions of policy initiatives, including trade agreements, towards attracting inbound international students, especially from emerging contenders such as Malaysia. The objective of this paper is to compare and assess the policy initiatives at the unilateral, multilateral, regional and bilateral level and their impact on the host environment which is defined in terms of the key pull factors that have attracted international students to Malaysia. The main findings show that domestic policy initiatives have enhanced the host environment for attracting international students by providing a governance system that protects the interests of international students through its regulations. Efforts to improve quality assurance and accreditation also serve to attract international students. The regulation of fees contributed towards competitively priced programmes that are also pull factors. Multilateral, regional and bilateral commitments are relatively new, emerging only after 2006, and have less potential influence on inflows of international students as these commitments reflect, at best, existing practices in this sector. 相似文献
12.
13.
非洲高等教育本土化思想和实践产生于全球化中非洲的边缘化以及非洲内部关于发挥"内部发展潜力"以遏制边缘化的诉求.它旨在使非洲高等教育摆脱西方高教模式的束缚,克服外向性,驱散自卑阴霾,从而独立认识和自主建设符合非洲实际的、自己的高等教育组织结构和课程体系.但由于历史和现实的原因,非洲高等教育本土化水平还比较低.非洲高等教育本土化未来发展的根本点是使非洲高等教育牢牢扎根于非洲大地,增强高等教育的本土适切性,强化非洲民族使命感的教育和民族意识的培养. 相似文献
14.
高等数学是理、工、商、管等专业的基础课程,高等数学学习程度的好坏直接影响后续相关专业课程的学习。为适应高水平本科教育的新要求,该文针对高等数学课程现状,思考与探索在智慧环境下这些问题的解决方式,从而提升高等数学课程的教学质量,将高等数学打造成"金课"。 相似文献
15.
欧阳润平 《湖南师范大学教育科学学报》2004,3(4):79-81
以企业及其利益相关人为对象，以保护生态环境节约物质资源为目标的企业环境教育是环境教育系统中的关键。企业环境行为的他律机制是我国企业环境教育切实有效的重要保证，而促进企业环境行为自觉自律则是企业环境教育的根本方向。 相似文献
16.
物流学科实验模拟软件模型的探讨 总被引：1，自引：0，他引：1
物流学科实验模拟软件是创造一个仿真环境,用于提高教学效果和效率,以及提供给学生做实践演练的网络虚拟环境.虚拟物流企业、物流市场、社会环境是其中的三个主要虚拟情境.在以竞争为导向的虚拟市场中,虚拟的角色可进行虚拟经营管理活动.软件必须具备对话、协作等有助于学习的功能,以及教学过程控制、评估及相关管理功能. 相似文献
17.
Miriam B. Larson Barbara B. Lockee 《Educational technology research and development : ETR & D》2009,57(1):1-24
The competency requirements, content, culture, and value systems of business and industry career environments can differ significantly
from that of the higher education context where instructional design and technology (IDT) students receive their formal training.
Therefore, faculty should consider how they might provide flexibility in their programs to allow IDT students to experience
the contexts in which they choose to work following graduation. The article reports on the results of a case study of an exemplary
IDT program identified through a national survey. The emphases and preparation practices of faculty in the case study program
were noted to provide an example of how one program successfully prepares its graduates for a variety of career environments,
and specifically for a business and industry environment. By studying the successes and challenges of specific programs, new
or existing programs may gain ideas for building or re-working existing programs to better meet the needs of students desiring
contextualized preparation for different career environments. 相似文献
18.
少数民族大学生在异域文化下的心理适应 总被引：1，自引：0，他引：1
民族高等教育的整个过程，实际上就是引导民族学生对新的社会环境和文化氛围进行心理调适以达到新的和谐的过程。探讨和分析少数民族大学生心理适应问题的表现与成因，指出其客观存在的生活习俗、语言表达、思维情感、文化观念的差异以及少数民族大学生对这些差异的主观感受和归因方式对其文化适应过程的影响以及进而对其生活学习、人际交往、心理健康、生涯发展产生的影响，我们必须从民族教育的实际出发，了解每一个民族的文化心理，在教育、教学和管理方面采取特殊的方法，制订行之有效的措施，帮助民族学生更好地融人新的文化氛围，促进民族和谐和共同发展。 相似文献
19.
Jodi Clyde-Smith 《Journal of Higher Education Policy & Management》2014,36(3):327-337
Enterprise risk management strategies were used to develop a regulatory and operational framework for a new multi-partner Research Institute that will house up to 900 staff from four different institutions in Queensland, Australia. The Institute will operate in a business environment while functioning as a research resource for the higher education sector. Enterprise risk management strategies were used to develop a regulatory and operational framework to support the Institute in achieving its vision, maximising opportunities, minimising risk and providing an environment conducive to research collaboration. 相似文献
20.
Mark John Somers 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):166-178
The market for management education has grown rapidly over the past 40 years. However, increasing competition stemming from new entrants such as for-profit universities and from the globalization of management education have changed the dynamics of the market thereby presenting business schools with difficult challenges. The process of disruption is offered as a methodology for rethinking program offerings, recruitment, marketing communications, and stakeholder satisfaction. Three disruptive ideas: business schools are not de facto management development centers, the market for management education is fragmented, and management is a profession and should be marketed accordingly are proposed to challenge the conventional thinking that underlies how management education is marketed. The intended result is greater differentiation among business schools, more customer-oriented marketing, and more effective management of the marketing mix. 相似文献