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1.
Josipa Roksa 《Research in higher education》2010,51(1):1-20
Growing accountability pressures, accompanied by a lack of readily accessible measures of institutional performance, have
led to an increasing focus on graduation rates. Although previous research has illuminated myriad factors influencing students’
likelihood of educational success, it has not paid adequate attention to how state contexts may shape student outcomes. I
build on the small but growing body of research exploring the role of state characteristics in facilitating student success
in higher education. Controlling for a range of state and individual attributes, I examine how one aspect of the state context––the
distribution of enrollments in 2 vs. 4-year public institutions––is related to bachelor’s degree attainment of students attending
public 4-year colleges and universities. The results suggest that the larger the proportion of students attending community
colleges in a state, the higher the probability of bachelor’s degree attainment at public 4-year institutions. This appears
to be a product of student sorting: the presence of community colleges facilitates sorting of students into higher education
in a way that is associated with higher degree completion at public 4-year institutions. These findings have important implications
for research on student outcomes and policies aimed at evaluating the performance of public 4-year institutions. 相似文献
2.
Civic responsibility as an ideal of higher education is rarely considered through a cultural and theoretical lens. Swidler’s
(1986, American Sociological Review, 51: 273–286) framework linking ideology, culture and action was used in this ethnographic study of a research university
(a) to understand dominant institutional beliefs about civic responsibility and (b) to understand how institutional culture
contributes to a unique approach to civic responsibility. This study examined campus ideologies and cultural forms that addressed
five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire
to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation
for and interest in those unlike oneself, and (e) personal accountability. The “role model” approach emerged as a unique institutional
approach to civic responsibility and aligned with Swidler’s framework. Findings are significant for both organization studies
and student development research. 相似文献
3.
Siseko H. Kumalo 《Higher Education Quarterly》2021,75(1):175-188
Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their ‘institutional locale’ or community (the populations whose needs they should be meeting) can be an effective ‘proactive tool’ with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate—academic freedom, institutional autonomy and public accountability—if they are to guard against the continued perpetuation of epistemic and social injustices. 相似文献
4.
China is now facing significant challenges in funding its rapidly expanding higher education systems, though it has experienced
enormous economic growth in recent years. Equity has become a serious concern in Chinese higher education system. This article
tries to identify the causes and implications of under-representation of the rural-poor students in China’s higher educational
institutions: academic and social preparedness, institutional funding arrangements, the admissions policy, and the socioeconomic
background are significant factors that determine an individual’s opportunity to access to higher education. Also, a brief
discussion of possible policy recommendations is presented. 相似文献
5.
6.
Education reforms in Cambodia: issues and concerns 总被引：1，自引：0，他引：1
Charlene Tan 《Educational Research for Policy and Practice》2007,6(1):15-24
This paper discusses the key issues and concerns in the Cambodian government’s efforts to implement three priority education
policies for 2006–2010: ensure equitable access to education; increase quality and efficiency of the education services; and
promote institutional development and capacity building for decentralisation. This paper identifies the prevailing problems
of low enrolment, high dropout rates and high repetition rates of students in public schools. The paper further explores some
concerns which may hinder the government from achieving the desired outcomes in the priority policies: the high opportunity
cost of schooling; the heavy education costs due to teachers charging informal fees from students; and the localised socio-cultural
setting where transparency, accountability and meritocracy are difficult to achieve. 相似文献
7.
Gerald Wangenge-Ouma 《Higher Education》2008,56(4):457-471
This study addresses the implications of higher education marketisation for quality in Kenya. It focuses on full fee-paying
programmes, the de facto market source of revenue for Kenya’s public universities. The study argues that Kenya’s public universities
were precipitately subjected to diminished public capitation, and so was their plunging into marketisation. These institutions
started enrolling full fee-paying students at a time when they were strained in terms of institutional capacity. There were
not enough physical facilities, and most of those available were suffering decay following many years of neglect. They did
not have enough teaching staff, a problem, which the marketisation agenda has made worse. The desire to claim a bigger share
in the student market has seen the introduction of many new courses in advance of capacity to offer them. The study concludes
that by seeking economic self-determination through full fee-paying programmes, in advance of a well-developed institutional
capacity, the subsequent pressure seems to have made the quality situation worse. 相似文献
8.
David A. Tandberg 《Research in higher education》2010,51(5):416-450
State support of public higher education has rapidly declined relative to total state spending. Much of this decline in support
is due to the rapid growth in spending on such things as Medicaid. However, relative support of public higher education varies
significantly between states. This study applies Tandberg’s (2009) fiscal policy framework created to explain state support of public higher education in order to evaluate the relationship
between various factors and states’ relative support of higher education. While Tandberg’s fiscal policy framework accounts
for traditional economic and demographic factors in explaining state support for higher education, it also draws attention
to political influences as well including the impact of state-level interest groups. Using cross-sectional time-series analysis
these relationships are explored over a 19-year period. The findings provide evidence of the significant impact of interest
groups and politics on state fiscal policy in regard to higher education. 相似文献
9.
Institutional policies and policy systems are vital to the well-being of institutions of higher education. While many institutions
dedicate time and resources to the development of key policies, the establishment of a well-designed and well-functioning
policy system is often neglected. We refer to the discrepancy between the importance of institutional policy systems and the
lack of time and resources devoted to them as the policy paradox. This article chronicles Utah Valley University’s policy improvement initiative as a guide for institutions of higher education
interested in improving institutional policy systems. 相似文献
10.
Jung Cheol Shin 《Higher Education》2010,60(1):47-68
In the 1990s, most US states adopted new forms of performance-based accountability, e.g., performance-based budgeting, funding,
or reporting. This study analyzed changes in institutional performance following the adoption of these new accountability
standards. We measured institutional performance by representative education and research indicators—graduation rates and
levels of federal research funding. We collected data from 1997 to 2007 and used a hierarchical linear modeling growth curve
analysis. The main finding was that states which adopted performance-based accountability did not see a noticeable increase
in institutional performance. In addition, we highlighted a critical policy issue—whether state and institutional factors
contribute most to institutional performance in higher education. 相似文献
11.
Children with moderate learning disabilities often fail to qualify for special education programs in public schools, but are
ill-suited for placement in private schools concerned with the severely disabled. Parents of such children may place their
hopes in the promises of private teachers or clinics. Yet the quality of services provided in the private sector varies widely.
This paper describes a model program against which parents and private service providers can measure the strengths and weaknesses
of the programs they are concerned with. The model places special emphasis on thorough evaluation, frequent reevaluation,
staff accountability, program flexibility, and recognition of the parents’ role in the child’s education. 相似文献
12.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
13.
Rethinking accountability in a knowledge society 总被引：2，自引：0，他引：2
Pasi Sahlberg 《Journal of Educational Change》2010,11(1):45-61
Competition between schools combined with test-based accountability to hold schools accountable for predetermined knowledge
standards have become a common solution in educational change efforts to improve the performance of educational systems around
the world. This is happening as family and community social capital declines in most parts of developed world. Increased competition
and individualism are not necessarily beneficial to creating social capital in schools and their communities. This article
argues that: (1) the evidence remains controversial that test-based accountability policies improve the quality and efficiency
of public education; (2) the current practice of determining educational performance by using primarily standardized knowledge
tests as the main means of accountability is not a necessary condition for much needed educational improvement; and (3) there
is growing evidence that increased high-stakes testing is restricting students’ conceptual learning, engaging in creative
action and understanding innovation, all of which are essential elements of contemporary schooling in a knowledge society.
Finland is used as an example to suggest that educational change should rather contribute to increasing networking and social
capital in schools and in their communities through building trust and strengthening collective responsibilities within and
between schools. This would create better prospects of worthwhile lifelong learning in and out of schools. Based on this analysis,
the article concludes that education policies should be directed at promoting more intelligent forms of accountability to
meet external accountability demands and to encourage cooperation rather than competition among students, teachers and schools. 相似文献
14.
A significant global trend during the 1990s is the restructuring of higher education systems. The essence of this restructuring process is a redefinition of the relationship between institutions of higher learning, the state, and the market, and a drastic reduction of institutional autonomy. This article is an analysis of the restructuring process in the forms of privatisation of higher education and corporatisation of public universities in Malaysia. This analysis highlights the context of higher education reforms in the era of globalization, major trends in higher education reforms and Malaysias responses to these global trends. By focusing on the institutional level, this article examines the expansion and diversification of private higher education as well as the change in the governance and culture of public universities brought about by privatisation and corporatisation. 相似文献
15.
Morshidi Bin Sirat 《Higher Education》2010,59(4):461-473
In Malaysia, the national government has seen fit to steer higher education policy in a direction that is in the ‘national
interest’. This notion of ‘national interest’ is best exemplified by the changing relationship between the State, higher education
institutions and the market. Since the late 1960s, we saw the gradual but steady erosion of university autonomy with the increasing
dominance of the State. The recently launched National Higher Education Strategic Plan 2020 and the National Higher Education
Action Plan, 2007–2010, which operationalised the Strategic Plan, promises greater autonomy for the universities. While this
increased autonomy for universities could be regarded as Malaysia’s response to deal with emerging issues in higher education
management and governance, the amendments to the University and University Colleges Act, 1995 have not resolved the issue
of wider autonomy from the Malaysian treasury regulations for public universities. For the State, in the present climate of
political and economic uncertainty, giving full autonomy to the public universities is seen to be inappropriate and untimely.
The State considers public universities as still heavily dependent on the State for resources, and thus the need for regulation
and supervision. 相似文献
16.
A common criticism of accountability schemes that are based on comparisons is that they fail to address legitimate and practical
questions about how differentiation among institutions can be measured and promoted, and about how distinctive institutional
mandates and roles — some of them determined by government mandate — can be recognised and appropriately funded within single
systems of higher education. Responding to these queries and suggestions requires some yardstick by which to express and measure
similarities and dis-similarities among institutions. At the same time individual institutions, for a variety of reasons ranging
from accountability to the allocation of scarce resources, attempt to compare or ‘benchmark’ themselves against other institutions.
Both activities involve measurement, classification, and the selection of peers. Although customarily addressed apart from
one another, diversity and peer selection can be conceptually closely linked within single scales of similarity and dis-similarity.
Existing paradigms that explain diversity might be too simple for reliable peer selection and comparison, and might fail to
account for all expressions of diversity.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
17.
Val Klenowski 《The Australian Educational Researcher》2009,36(1):1-25
This article argues that public education needs to be reclaimed to fulfill its role as a “democratising force” to address
social and economic inequality and to respect and recognise diversity and difference. By analysing historical developments
in federal policy, funding and economic contexts a case is developed to demonstrate that the role of the state has been dismantled
and the public nature of education has been reduced. The factors responsible are articulated and discussed with particular
reference to the impact of neo-liberal policy, the “marketisation” of education and new public management. Measures such as
those taken by Education Queensland that support the development of school leaders and teachers to engage in research, development
and critical debate are supported. International examples of how systems have revitalised and supported the public nature
of education are discussed. These include more intelligent accountability systems that respect the professionalism of teachers
and collaborative curriculum development strategies that engage with all, including those who are least powerful such as the
students. 相似文献
18.
Pedro Nuno Teixeira Vera Rocha Ricardo Biscaia Margarida Fonseca Cardoso 《Higher Education》2012,63(3):337-352
The expansion of higher education systems has often been associated with the need for increasing diversification, namely at
the program level, based on the pressures to adapt more general programmes to a more diverse student population and multiple
regional, social, and economic needs. This paper explores empirically the question of programme diversity by drawing on the
Portuguese higher education’ experience, which presented massive expansion during the last decades and significant institutional
competition in recent years. The study provides a longitudinal approach and analyzes in detail the evolution of diversification
and specialization of the public and private sectors, as well as the university and polytechnic subsectors. The analysis aims
at helping to illustrate the relevance of analysing diversity from an empirical point of view and its contribution to our
understanding of the complex relationships between competition and diversity in contemporary higher education. 相似文献
19.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
20.
Education Reform for Raising Economic Competitiveness 总被引：1，自引：0，他引：1
P. Sahlberg 《Journal of Educational Change》2006,7(4):259-287
Globalization has increased economic competition within and between countries and the world’s regions. Economic competitiveness is commonly seen as a valid index for judging a country’s level of economic prosperity. Many recent large-scale education reforms have been justified by the urgent need to increase labor productivity and promote economic development and growth through expanded and improved education. It is generally assumed that to increase economic competitiveness, citizens must acquire knowledge, skills and attitudes necessary for civic success and the knowledge-based economy. This article argues that what schools are expected to do in order to promote economic competitiveness often contradicts commonly accepted global education reform thinking. Experience in many countries indicates that increased standardization of teaching and learning, for example, may be counterproductive to the expectations of enhanced economic competitiveness. The conclusion is that rather than competition between education systems, schools and students, what is needed is networking, deeper co-operation and open sharing of ideas at all levels if the role of education in economic competitiveness is to be strengthened. The key features of education reform policies that are compatible with competitiveness are those that encourage flexibility in education systems, creativity in schools and risk-taking without fear on the part of individuals.P. Sahlberg - The views are those of the author alone and do not necessarily represent those of the World Bank or any of its affiliated institutions 相似文献