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1.
The purpose of this study is to analyze changing patterns of governance in Korean higher education through the window of the NPM, so as to compare policy developments in Korea to wider international trends. Building upon Braun & Merrien (1999)’s earlier analytical framework on university governance, the study focuses on the following dimensions in analyzing the Korean case: (1) the belief system of the government regarding the role of universities; (2) the university-state relationship in terms of both ‘procedural’ and ‘substantive’ autonomy; and (3) the distribution of power and authority within individual universities. The results of the analysis suggest that, although some typical elements of the NPM governance model can be found, the NPM principles have yet to be firmly incorporated into Korean higher education. The study argues that the main reasons for this retardation in the implementation of the NPM driven reforms in Korea would be: (1) the general cynical attitude of professors towards the NPM governance model which was considered as the legacy of the former military regime and (2) the lack of a necessary coherence of government policies over the past two decades (i.e., the heavy emphasis on accountability without an accompanying increase in institutional autonomy). The study recommends, as a conclusion, that a more systematic and integrated implementation strategy would be needed so as to create the necessary preconditions for the NPM principles to be able to work properly in Korean higher education.  相似文献   

2.
In 1997 a new governance act, based on the principles of New Public Management (NPM) was introduced at Dutch universities. The aims were to realise integrated management, to strengthen the position of executives at the central (executive board) and faculty (dean) levels, to introduce a Supervisory Board at the institution’s central level, and to increase the leeway for universities to design its own governance structure. This article reports on a large-scale evaluation of the governance act and focuses on student and staff participation in decision-making and on the actual appraisal of different actors within the universities (leaders, managers, staff, students) of the governance structure of their university. The empirical data reveal a mixed picture regarding the appreciation of the new governance structure, but overall—in contrast with many critical reviews of NPM in higher education—there seems to be considerable endorsement for the present situation.  相似文献   

3.
This paper analyses events at Kingsmead School, Hackney, in the aftermath of head teacher, Jane Brown's refusal to take children to a ballet of Romeo and Juliet. The paper explores the ensuing struggle over space, governance and gender within the context of LEA power after IMS. It analyses different levels of governance: direct, midway and at a distance, and explores the relationship between these levels and devolved legal powers. The paper links Hackney's techniques of governing, and school supporters’ acts of resistance, to their competing spatial representations of Kingsmead. Highlighted are discourses of ridicule, excessive sexuality, kinship, community and parents rights, as well as techniques of discipline, law, and fortification. Finally, the paper explores the conflict in terms of the production of lesbian feminist space, and considers the centrality of gender to the events that occurred.  相似文献   

4.
ABSTRACT

In the last decades, most countries have adopted data-intensive policy instruments aimed at modernizing the governance of education systems, and strengthening their competitiveness. Instruments such as national large-scale assessments and test-based accountabilities have disseminated widely, to the point that they are being enacted in countries with very different administrative traditions and levels of economic development. Nonetheless, comparative research on the trajectories that governance instruments follow in different institutional and socio-economic contexts is still scarce. On the basis of a systematic literature review (n?=?158), this paper enquires into the scope and modalities of educational governance change that national large-scale assessments and test-based accountability instruments have triggered in a broad range of institutional settings. The paper shows that, internationally, educational governance reforms advance through path-dependent and contingent processes of policy instrumentation that are markedly conditioned by prevailing politico-administrative regimes. The paper also reflects on the additive and evolving nature of educational governance reforms.  相似文献   

5.
This paper explores the development of the structures of university governance at the Hebrew University of Jerusalem between the 1920s and 1960s. The model that ultimately prevailed, a state-sponsored model of governance, dominated the higher education system in Israel until the early 2000s and was characterised by the dominance of academic faculty, a status that the government accorded to the faculty in exchange for their acceptance of the state’s normative vision for universities’ role in society. Two main governance models that were instituted at the HU are identified: (1) the Diaspora university, 1925–1950, a distinctive governance model that emerged in the pre-state period and was controlled by Jewish communities in the Diaspora, and (2) the state university, 1950s–2000s, which shifted the centre of gravity to the state. These models are further divided into sub-models and the processes described through which academic autonomy was institutionalised during a period of nation-building.  相似文献   

6.
This paper considers how governors in the English Further Education and Skills (FE) sector examined their practice as ethnographers. The paper locates both FE governance and ethnography within the challenges of the performative and Panoptic environments facing English education. In doing so, the paper explores how the informants’ mobilisation of ethnographic methods revealed a novel lens on both governance and the role of ethnographer. Employing Grounded Theory, the paper considers how the participants negotiated philosophical questions regarding evidence, objectivity and truth. The paper suggests that despite the deep-seated complexities inherent in conducting ethnography in performative contexts, the participants generated data which painted a unique and revealing picture upon their practice as governor and researcher.  相似文献   

7.
This article deals with the current reform of European doctoral education. It is argued that the concrete results of the reform can be better understood by analysing changes in the management of doctoral programmes. This rests on the case study of a Norwegian PhD programme in finance and is based on an analytical framework composed of three public management narratives: New Public Management (NPM), Network Governance (NG) and Neo-Weberian-State (NWS). The latter allows for a particular focus on the instruments, actors and objectives of governance. The article concludes that the examined doctoral programme's management story can be divided into two episodes. The first — the 'internationalisation' episode — is shaped by the academic profession in finance which uses a wide range of constraining NPM instruments and applies them in a comprehensive manner to doctoral education in order to achieve its overall objective, namely to implement an internationally competitive PhD programme. The second — the 'integration' episode — is about a recently developed policy instrument with relatively non-constraining NWS elements, used by the State to establish National Research Schools. The latter are principally aimed at the better development and coordination of doctoral training between small and large higher education institutions. Due to those differences between the two episodes in terms of constraining character and scope, the reform of the examined doctoral programme is strongly shaped by the first episode. Hence, the reform essentially consists in a doctoral programme with an international and academic character.  相似文献   

8.
This paper explores the ideological and the practical relationship between neoliberalism and New Public Management (NPM) and the sustainable development agenda of western higher education. Using the United Kingdom and specifically English universities as an example, it investigates the contradictions and the synergies between neoliberal and NPM ideologies and the pursuit and practice of the sustainability agenda, focusing in particular on education for sustainable development (ESD) and ESD research. This paper reveals a range of challenges and opportunities in respect of advancing sustainability in higher education, within the prevailing neoliberal context. It illustrates using examples how neoliberal and managerialist control mechanisms, which govern institutional, departmental and individual academic, as well as student behaviour, are working conversely to both drive and limit the sustainability education agenda. The case is made for further exploration of how ‘nudging’ and ‘steering’ mechanisms within English HE might provide further leverage for ESD developments in the near future, and the implications of this for sustainability educators.  相似文献   

9.
This paper addresses the positioning of science, technology, engineering and mathematics (STEM) outreach programmes within universities’ operations. Though universities in many respects form a rather homogenous international community, there is wide diversity in regard to the provision of STEM outreach by different institutions. To explain this diversity, a conceptual framework was developed by using the Theory of Legitimacy as an organising concept. The framework considers two opposing scenarios that form a continuum between them, namely: ‘top‐down’ initiative by the university governance versus ‘bottom‐up’ grass‐roots initiative. Using the Theory of Legitimacy, internal and external outreach relationships are characterised and explained under the two scenarios. The framework was applied to two settings chosen due to their essential differences in outreach provision, namely, Australia and Israel. The differences that were found in internal and external legitimacy provide a useful lens for examining the low‐performing, fragile system in Australia as compared with the high‐performing, thriving system in Israel.  相似文献   

10.
In the education sector, new public management (NPM) has crystallized in policies such as school autonomy, professionalization of school principals, standardized evaluation and teachers’ accountability, and it has been widely disseminated by international organizations, such as the OECD, which enjoy a great prestige when it comes to frame education reforms in European countries.

This article analyses the way NPM has been constructed as a global education policy, and its adoption and re-contextualization into the Spanish education context. This article shows that the reasons for adopting NPM are not so different from those prevailing in other countries where these policies have been implemented before. Counter-intuitively, although NPM is a reform programme traditionally initiated by conservative governments, in the Spanish education field, as also happened in other Central and Northern European countries, it has been adopted and regulated with social democratic governments. In all these countries, social democrats have tended to embrace NPM as an attempt to address the legitimacy crisis of the welfare state and of public services in particular.

Nonetheless, in Spain, the NPM reforms have been re-contextualized and regulated in very uneven and paradoxical ways. For a combination of political, institutional and economic reasons, the final form adopted by the NPM approach is far from the model advocated by the international community and is deeply contradictory.

Our arguments are based on intensive fieldwork that include, on the one hand, interviews with key education policy-makers and stakeholders and, on the other, document analysis of policy briefings, press releases and legal documents.  相似文献   

11.
This paper reviews the development of education governance in South Africa during the 1990s. It outlines ambiguities within and between competing policies, tracing the historical trajectory and explaining its outcome. Apartheid governance, the attempts to reform it, policy options originating within the anti-apartheid movement, and the law passed in 1996 by the new Parliament, are discussed. Trends in South Africa during this decade have been consistent with trends in international education: decentralization, ‘rolling back the state’, privatization, increased class and/or regional disparities, and greater parental governance responsibilities.  相似文献   

12.
Peter Colenso 《Compare》2005,35(4):411-428
There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.  相似文献   

13.
Despite striking similarities, the adoption and implementation of policy shifts regarding higher education governance vary considerably across the globe, suggesting a mixed picture of diversification and isomorphism both within and across national higher education systems. By unpacking one particular structural reform process, this paper focuses on mergers as both a governance tool and a governance result in higher education. The paper analyzes the strategic decisions taken by Norwegian higher education institutions during 2014 in the light of a proposed national reform to merge institutions in order to enhance quality in higher education. The empirical basis of the paper consists of analyses of the commissioned self-evaluations of the higher education institutions, and the strategic choices and dilemmas they expressed. The process can be seen as organizational engineering in the sense that it emerges from the self-evaluation process, but is also subject to governancing on the part of the ministry.  相似文献   

14.
Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.  相似文献   

15.
This article examines the intersecting logics of human capital and national security underpinning the corporate school reform movement in the United States. Taking a 2012 policy report by the Council on Foreign Relations as an entry point, it suggests that these logics are incoherent not only on their own narrow instrumental terms, but also more importantly in terms of progressive ideals of human and educational flourishing. The article proceeds to draw on discussions within the fields of international relations and critical security studies in order to think through what it might mean to reframe educational policy within the terms of human security rather than human capital and national security. It further explores both the possibilities and distinct limitations of extant human security discourses and policies in relation to global neoliberal governance and biopolitics. The article concludes by advocating for a critical human security framework in educational policy along three conceptual lines: (1) A Human beyond Human Capital; (2) Symbiotic Parallelism; and (3) Altersecurity. Ultimately, it suggests that human security for educational flourishing might offer insight into transcending the idea of security altogether.  相似文献   

16.
Changes in the public service sector during the last stages of the twentieth century contributed to an international reconfiguration of state-centric governance. Supported by the discourses of individualism, marketization, national governance, and competition, this (re)shaping of governance presents a specific dilemma for the political identity of educational leaders. In response to the troubling lack of international scholarship focused on the political role of educational leaders, this article provides insight into the ways in which the political identity of school leaders within the USA is influenced by dominant discourses. The understandings highlight the ways in which educational leaders are expected to realize their roles as resolute implementers of state policy, while also being directed to act as deliberative advocates within the jurisdiction of educational policy making. We believe that these competing discourses have altered the identity of educational leaders into what we have labeled as the implicated advocate. The purpose of this article is to provide the field of the politics of educational with a concept that may expose the double bind that is experienced by the educational leaders.  相似文献   

17.
ABSTRACT

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N?=?3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.  相似文献   

18.
Mutations of fms-like tyrosine kinase 3 (FLT3) and nucleophosmin (NPM1) exon 12 genes are the most common abnormalities in adult acute myeloid leukemia (AML) with normal cytogenetics. To assess the prognostic impact of the two gene mutations in Chinese AML patients, we used multiplex polymerase chain reaction (PCR) and capillary electrophoresis to screen 76 AML patients with normal cytogenetics for mutations in FLT3 internal tandem duplication (FLT3/ITD) and exon 12 of the NPM1 gene. FLT3/ITD mutation was detected in 15 (19.7%) of 76 subjects, and NPM1 mutation in 20 (26.3%) subjects. Seven (9.2%) cases were positive for both FLT3/ITD and NPM1 mutations. Significantly more FLT3/ITD aberration was detected in subjects with French-American-British (FAB) M1 (42.8%). NPM1 mutation was frequently detected in subjects with M5 (47.1%) and infrequently in subjects with M2 (11.1%). FLT3 and NPM1 mutations were significantly associated with a higher white blood cell count in peripheral blood and a lower CD34 antigen expression, but not age, sex, or platelet count. Statistical analysis revealed that the FLT3/ITDpositive group had a lower complete remission (CR) rate (53.3% vs. 83.6%). Survival analysis showed that the FLT3/ITD-positive/NPM1 mutation-negative group had worse overall survival (OS) and relapse-free survival (RFS). The FLT3/ITD-positive/NPM1 mutation-positive group showed a trend towards favorable survival compared with the FLT3/ITD-positive/NPM1 mutation-negative group (P=0.069). Our results indicate that the FLT3/ITD mutation might be a prognostic factor for an unfavorable outcome in Chinese AML subjects with normal cytogenetics, while NPM1 mutation may be a favorable prognostic factor for OS and RFS in the presence of FLT3/ITD.  相似文献   

19.
This paper introduces a serendipitous special issue of Discourse: Studies in the Cultural Politics of Education, focusing on the rise of large-scale international testing and performance data in school system accountability and the effects that such changes have produced in education policy and research. These developments are theorised in terms of the reworking of the State and networked modes of governance, including the increased involvement of edu-businesses in education policy-making and enactment, and the emergence of new topological spatialities and connectivities associated with globalisation. We contend that the prevalence of international large-scale assessments has greatly enhanced the mutual ‘visibility’ between participating national (and subnational) schooling systems within a commensurate space of measurement, which in turn makes possible new ways of acting in light of ‘evidence-informed’ policy-making. This analysing and theorising serves to both contextualise and introduce the papers included in this special issue. The paper closes by considering the implications of such developments on education policy and research, and how this necessitates the development for a new approach for researchers engaged in policy analysis, now and into the future.  相似文献   

20.
The appropriate role for the United Nations in international dispute resolution is a matter of high profile discussion and controversy. This paper begins with this ambivalence about the appropriate role for the United Nations in the world and examines several sets of issues that relate to the future of support for the UN within the US and the prospects for global governance more generally. First, we briefly review two thematic strands in previous and contemporary scholarship:(1) arguments for increased global governance in contemporary world affairs, driven by perceptions of the changing nature of the political, social, economic and military challenges in the contemporary world system. This debate is also put in the context of the relevance of public support for global governance institutions; and (2) why it is valuable to study how the current generation of adolescents perceive issues of global governance and the impact that their views may have on that nexus in the coming years. We then move to an analysis of data generated from an experimental study of American adolescents and their attitudes toward global governance.  相似文献   

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