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1.
理想的大学排名目的和意义在于,作为服务于公共问责的有益工具,为排名使用者提供关于大学教育质量的可靠信息,同时激励大学提升质量。然而,当前大学排名所采用的大部分指标与院校选择性程度高度相关,为学生提供的大学教育质量信息不充分;且由于大学排名主要是大学教育作为准商品参与市场竞争的产物,指标设计偏重于高等教育对训练人力和发展科研的价值,忽视学生个人发展、教育公平等这些隐蔽但影响深远的社会价值,导致高等教育生态恶化,社会不公加剧。要解决这些问题,＂教育增值＂评价的发展是一个可能的改进途径,但不是根本的解决之道。归根结底,大学排名只是众多评价方式之一,不应也不可能承担质量评价的全部责任。Abstract： The idealistic purpose of university ranking is to encourage the self-improvement of universities as well as providing reliable information to users on higher education quality for public accountability.Nevertheless,most current rankings advocate indices related highly to the academic selectivity of institutions,while having nothing to do with quality of their performances.At the same time,since the rankings are mostly pushed by competition among universities as quasi-merchandise,it was inevitable that some social values of higher education as labor training and research were emphasized more than others such as student individual development and social justice,which are more invisible but influential from a long term.The rankings therefore ruined the ecology of higher education competition and made social injustice more serious.Value-added evaluation might bring some light to the darkness of rankings but not the primary way to solve the problem since it is functioned as one of the many measures in quality assessment. 相似文献
2.
In this paper, we examine the factors that influence the reputation or prestige of universities. We first develop a model of university behaviour which indicates how the decisions made by university officials would be chosen in order to maximize their respective reputations. In doing so, we assume that reputation is enhanced by the quality of students produced, the caliber of research and the service provided to the community in terms of the provision of publicly funded education services. We argue that the relative weights placed on these intermediate outputs may vary by university type as well as the means of producing them. Using the results of the reputational survey – a ranking of the institution in terms of reputation – conducted as part of the Canadian magazine Maclean’s overall ranking exercise, we then estimate an Error Correction—Ordered Probit Model of the rankings of Canadian universities to determine the factors that influence the change in reputation or “prestige” of the university as viewed by the external community. We find evidence that the change in reputation of a university is based on what might be considered the appropriate “signals” that one might use in estimating the respective quality of the institution given the respective differences in mission. 相似文献
3.
与众多的企业面临客户流失问题一样,大学也面临着生源流失的问题。很多大学将日趋激烈的生源竞争问题聚焦于学校办学质量的差异上,表现为各大学争夺各种排名次序来吸引更多的生源。然而,大学客户的最终价值并未体现出大学排名的效果,越来越多的学生毕业后失业。大学应该致力于优质的学生管理,提高学生满意度和毕业生价值,通过与学生建立良好关系获得长远发展。 相似文献
4.
Maru&#x;a Hauptman Komotar 《European Journal of Education》2019,54(2):299-310
Global university rankings are a worldwide trend that emerged in times of the globalisation and internationalisation of higher education. Universities worldwide are now striving to become “world‐class” institutions and are constantly aiming to improve their ranking position. Global rankings of universities are thus perceived by many as an ultimate tool for assessing the level of internationalisation at individual higher education institutions. This article first discusses the meaning of and relationship between the globalisation and internationalisation of higher education, as their influence on the emergence of global rankings is undeniable. It then outlines the methodological designs of four main global university rankings which serve as key prerequisites for the subsequent analyses of both the international(‐isation) indicators that these rankings include and of the international ranking initiatives that focus exclusively on the international outlook of higher education institutions. In the concluding discussion, the article reveals that, due to the predominantly quantitative orientation of global university rankings (on the internationalisation of higher education), their results should not be generalised or understood as a means to improve the quality of (internationalisation of) higher education. 相似文献
5.
Isopahkala-Bouret Ulpukka Aro Mikko Ojala Kristiina 《Tertiary Education and Management》2021,27(2):143-159
Positional competition in the labour market entails graduate opportunities that depend not only on graduates’ skills, experience and abilities, but also on how their educational credentials compare to those of others. In this study, we examined the positional competition in the Finnish labour market and compared the influence of different ‘degree types’ on the probability of obtaining high-paid, high-status jobs. We used a register-based 5% sample of 25–45-year-old Finnish higher education (HE) graduates from 2010 to 2012 (N?=?63 486). It was expected that the relative position of graduates would be affected by the degree level as well as the educational field and the binary division (university vs. non-university) of HE. Therefore, master’s and bachelor’s degree levels in all educational fields from universities versus universities of applied sciences (UASs) were included. The method of analysis was logistic regression. According to our results, the binary divide structured the opportunities to enter high-paid, high-status jobs within different fields of education. The university master’s degree graduates had the highest probability of succeeding in the Finnish labour market, and their status/rank elevated them above the competition by regulating access to certain professions or occupations through specific qualification requirements (i.e., credential social closure). Moreover, our results demonstrated how the degree rankings and the relative distance between university and UAS degrees vary in different fields. The Finnish case offers a valuable point of comparison to other HE systems with a binary structure.
相似文献6.
Patient Rambe Mamello Moeti 《Educational technology research and development : ETR & D》2017,65(3):631-651
Challenges of broadening access, escalating cost, maintaining desirable quality and enhancing meaningful learning experiences in African higher education (HE) have spurred debates on how to restructure higher education delivery to meet the diverse needs of heterogeneous learners and adapt pedagogical models to the educational realities of low-income African countries. In view of these complexities, Massive Open Online Courses (MOOCs) have been advanced by Western Consortia, universities and online platform providers as panaceas for disrupting/transforming existing education models African universities. MOOCs have been touted as disruptive innovations with the potential to create new niche markets for HE courses, disrupt traditional models of instruction and content delivery and create new revenue streams for higher education. Yet academic elitism which manifests in the exclusive selection of top American universities to develop, host and deliver MOOCs, MOOC providers’ use of university brand and reputation as benchmarks for charging recruitment fees on headhunters recruiting MOOC graduates and their complex business models involving the sale of students’ big data (e.g. learning analytics) for profit seem to be inconsistent with claims about philanthropic and egalitarian drive of MOOCs. Drawing on disruptive innovation theory and a review of mainstream literature on MOOCs adoption in American and African tertiary sectors, this study argues that behind the MOOC rhetoric of disrupting and democratizing higher education lies the projection of top academic brands on the marketing pedestal, financial piggybacking on the hype and politics of academic exclusion. 相似文献
7.
Gero Lenhardt Robert D Reisz PD Dr Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2008,11(4):559-576
The system of higher education in the USA comprises the undergraduate programs of the colleges and the graduate programs in research universities. This distinction has no equivalent in Germany. The idea of elite education is connected exclusively with the colleges. Its meaning and functions are demonstrated with an analysis of the criteria which are used for the ranking of higher education institutions. The ranking of the colleges is addressed to the students and is based on indicators, which give expression above all to the educational priorities of the students and the alumni. The ranking of the graduate programs focuses on specific academic programs and is addressed to the members of the various academic fields and to their prospective students. A few rankings cover whole educational institutions and serve to inform the higher educational management. We use these data to identity the specifics of outstanding research universities and their role in American higher education. 相似文献
8.
Simon Marginson 《European Journal of Education》2014,49(1):45-59
University rankings widely affect the behaviours of prospective students and their families, university executive leaders, academic faculty, governments and investors in higher education. Yet the social science foundations of global rankings receive little scrutiny. Rankings that simply recycle reputation without any necessary connection to real outputs are of no common value. It is necessary that rankings be soundly based in scientific terms if a virtuous relationship between performance and ranking is to be established, the worst potentials of rankings are to be constrained, and rankings are optimised as a source of comparative information. This article evaluates six ranking systems, Shanghai ARWU, Leiden University, QS, Scopus, Times Higher Education and U-Multirank, according to six social science criteria and two behavioural criteria. The social science criteria are materiality (rankings must be grounded in the observable higher education world), objectivity (opinion surveys should not be used), externality (ranked universities should not be a source of data about themselves), comprehensiveness (rankings should cover the broadest possible range of functions), particularity (ranking systems should eschew multi-indicators with weights, or proxy measures) and ordinal proportionality (vertical distinctions between universities should not be exaggerated). The behavioural criteria are the alignment of the ranking with tendencies to improved performance of all institutions and countries, and transparency, meaning accessibility to strategy making designed to maximize institutional position. The pure research rankings rate well overall but lack comprehensiveness. U-Multirank is also strong under most criteria but stymied by its 100 per cent reliance on subjective data collected via survey. 相似文献
9.
The changing demand for higher education in the seventies: Adaptations within three national systems
Roger L. Geiger 《Higher Education》1980,9(3):255-276
Aspects of decline in the demand for higher education have become apparent in most Western systems of higher education in the mid-seventies. Although these are usually associated with deteriorating labor markets and falling relative earnings of university graduates, analyses of enrollment trends in Belgium, the United States and France reveal that other factors have an important influence upon enrollment levels. In the comparatively elite Belgian university system the maintenance of rigorous academic standards in secondary schools and the universities appears to be responsible for the stagnation in enrollments since 1971. The surprising decline in the enrollment rates of white males in the United States seems to be due to both worsening labor markets and declining academic achievement levels. French university students have responded to the devaluation of university degrees by decreasing the time and effort applied to university study; but even under these circumstances the traumas of the 1976 confrontation have apparently discouraged potential students from enrolling. These developments suggest that the expansion of higher education has reached a set of inherent limitations created by social conditions and educational organization; and that inducing further expansion would do little to raise real educational levels or further social advancement. 相似文献
10.
从就业视角看大学教育价值 总被引：3，自引：0，他引：3
肖光华 《扬州大学学报(高教研究版)》2008,12(6)
当前,大学毕业生的就业压力不断增大,使就业与大学教育之间的关系表现出很大的不确定性。作为有责任帮助学生就业的大学教育,在新的形势下应重新思考大学教育的价值,对其进行理性选择,以满足学生、家庭和社会的需要,获得社会的信任。在大学教育的过程中,教育价值是多样的,但面对就业困境,现实价值成为大学生的首要选择。在这种现实价值的指引下,突出专业教育、注重学生实践能力的培养、加强人格教育和开发新的教育模式成为大学应有的教育理念。 相似文献
11.
Dian-Fu Chang 《Higher Education》2018,75(3):449-469
The purpose of this study was to explore geographic mobility among university students in Peru and to understand how mobility patterns differ by region and by demographic indicators of inequality. The ways that students may be able to move geographically in order to access quality higher education within the educational system can be a driver of equality or inequality, depending on who is able to take advantage. Using data from a university census, we examine how demographic indicators of inequality are related to geographic mobility for university attendance, how prior geographic mobility predicts later mobility for university attendance, and how these relationships differ based on the number and quality of universities in a region. Results show that sociodemographic variables related to social inequality explain a substantial amount of students' postsecondary mobility. However, some of these relationships do not operate in the same way in all of the regions. Depending on the availability of universities and their quality, patterns of association between inequality and geographic mobility change. Implications for higher education policy as well as further research examining geographic mobility and inequality in education are discussed. 相似文献
12.
Andrejs Rauhvargers 《European Journal of Education》2014,49(1):29-44
This article is based on the analysis of the changes in global university rankings and the new ‘products’ based on rankings data in the period since mid-2011. It is a summary and continuation of the European University Association (EUA)-commissioned report ‘Global University Rankings Their Impact, Report II’ which was launched in April 2013. It covers the changes in the ranking methodologies which have been the most visible in the CWTS Leiden Ranking and Webometrics and which have replaced some indicators with newly designed ones. Changes have been made in other rankings as well, but they are less visible. A new U21 ranking was launched in 2012. It is an attempt to rank national higher education systems rather than individual universities. New rankings by conventional ranking providers have demonstrated that in reputation rankings or reputation indicators the scores drop even more sharply than in the most élitist rankings and therefore can be used for even narrower groups of universities. Several ranking providers have started their own data collections and combine ranking data with the data from the newly established data collections and use them for several multi-indicator classifications or profiling tools. QS has been most productive and has added not only classification and profiling tools, but has also launched a ranking of student cities, and ‘stars’ that universities can obtain. Generally, the rankings’ impact is growing. Let us see where it will bring us. At the same time, some rankings providers have changed language and explain the biases, flaws and misunderstandings created through misuse of rankings or using ranking indicators without proper knowledge. 相似文献
13.
目前,我国高等教育进入快速发展阶段,每年的高校毕业生有很多找不到合适的工作,甚至失业,而企业又出现人才短缺现象。众所周知,高校人才的培养是为社会经济发展服务,高校培养的人才能否满足社会的需要,特别是企业的需求是决定高校人才培养成败的检验标准之一。因此,校企合作是提高我国高校人才培养质量的必要措施。 相似文献
14.
Thi Tuyet Tran 《Journal of Education & Work》2015,28(3):207-227
Graduate employability has become an issue in Vietnam since many university students do not satisfy the needs of employers. Universities often receive the strongest criticism on the poor employability assets graduates possess. The ill-preparation of university graduates is considered the result of the out dated and irrelevant curriculum in the higher education system, of the traditional teaching methods and the absent of career guidance in most universities. This article, however, aims to challenge this common criticism that university is to blame for the ill-preparation for employment of its graduates. By conducting a qualitative research inviting the voices of both students and employers on the issue, this article wants to address a wider context and circumstance and also the related issues surrounding the transition from university to work of Vietnamese university graduates. It suggests that not only universities, but also students, employers and other related stakeholders (i.e. student’s family, government and educational policy makers) should acknowledge the changes in society, should be aware of the cultural features at work, and should see their responsibility in the process. They all should make an effort to create mutual understanding, to collaborate and to enhance the development of graduate employability in the Vietnamese context. 相似文献
15.
Investment in higher education facilities in terms of both hardware and software has witnessed significant growth on a yearly basis since the reintroduction of the college entrance examination known as the NMT in 1977. However, a social assessment of graduates’ qualities seems to indicate that the improvement in skill levels and graduates’ general qualities has failed to keep pace with the growth in investment. As a bridge to relate college environment to student gains in learning, student self-determined involvement in educational activities plays an important role in analyzing the educational effects of colleges. Based on a conducted through the survey of Chinese College Student Experience Questionnaire, with data collected from 647 valid respondents, universities can observe and evaluate the levels and quality of students’ involvement in the educational process. The students’ involvement of educational activities can be investigated through data analysis, employing statistical methods of a structural equation model. In observing student involvement in the educational system, it becomes apparent that the students’ capacity for building on and playing a key role in the improvement of the quality of education they receive is largely controlled by their involvement activities in the learning process. In addition, both of the college environment and student motivation have a combined and significant effect on student involvement behaviors. Student involvement can be divided into three gradual but distinct levels (controlled, identified and integrated involvement) in accordance with the varying degrees of internalization. Student involvement will exponentially magnify the positive effects on student gains when colleges invest in new and additional resources, particularly when students become more deeply involved in the educational environment. In addition, when colleges make a concentrated effort to recognize the importance of student involvement, and they encourage and incentivise students to become involved, the college itself will benefit greatly from the improved university environment. This combination of mutually beneficial activity, therefore, represents a virtuous circle of promotion between college and students. 相似文献
16.
《Journal of Marketing for HIGHER EDUCATION》2013,23(4):73-85
ABSTRACT The study surveyed (questionnaire) 222 doctoral business students from private and public universities in Northeastern United States. The objective was to identity important criteria used to select a university. In addition, this study compared the responses of students from these schools to determine whether selection criteria differ. Using a Likert scale of important to unimportant, students from these universities rated ten of the 52 criteria important to their selection. They included: programs, academic reputation, degree marketability, faculty contact time, accreditations, assistantship/campus employment, financial aids, placement reputation, completion time, and library size. However, they rated academic reputation and completion time significantly different. The private school students rated academic reputation significantly (0.00) more important, whereas the public school students rated completion time significantly (0.03) more important. To attract prospective private school students to public schools, public school administrators would benefit by emphasizing the quality and reputation of its faculty and programs. Private school administrators are likely to attract more students if they are able to improve the quality and increase the quantity of computer facilities. Moreover, they would profit from designing flexible programs and classes that would allow for a more rapid completion time. 相似文献
17.
随着大学排名的不断流行和多样化,关于对大学排名的影响的关注也不断增加。围绕大学排名对学生、高校和政府的影响的争论已经成为高等教育研究和主流新闻媒体的一个普遍话题。越来越多的证据表明,大学排名对高等院校的决策和发展战略的制定与实施、人事招聘及组织结构、资源分配和资金募集、学生择校和高校招生、高校教育教学质量保证等方面都产生了巨大影响。如何避免大学排名的消极影响,提高大学排名的科学性和合理性,以发挥其应有的功能和作用是全球大学排名活动中当前和今后面临的一个重要问题。 相似文献
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19.
The University of the Air of Japan (UAJ) was founded with the idea of creating a university that is open to everybody in the country. In order to realize this objective, the university will expand its operation so it can provide education nationwide. However, the nationwide expansion will require many resources to be created and maintained. It is necessary to assess the effects of the education of UAJ to justify the expansion of its operation.This study aims at quantitative evaluation of the monetary and nonmonetary effects of the education offered by UAJ. In order to find the educational effects, questionnaires were sent to the UAJ graduates, and the responses were analyzed. Monetary effects were expressed by human capital value calculated with the data on the annual earnings of the graduates. When the UAJ graduates were compared with general workers that have the same educational background as that of the UAJ graduates before the enrollment, the graduates of UAJ have more human capital value than the general workers. However, the human capital value of the UAJ graduates who had not received a college degree before the enrollment is smaller than that of the graduates of conventional universities. In respect of nonmonetary effects, the UAJ is most likely to have impacts that are different from those of conventional universities because of the varied characteristics of the UAJ students. Therefore, we set the categories of the students' expectations from the gathered data, and attempt to determine if the university is meeting the needs of the students. As a result, it was made clear that UAJ education does meet students' expectations of cultivation and convenient study conditions, but does not satisfy their expectations of occupational advancement. 相似文献
20.
Ibrahim Akduman Lerzan Özkale Ekrem Ekinci 《European Journal of Engineering Education》2001,26(3):231-239
In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed. 相似文献