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1.
The author begins by detailing the rise of private higher education in Romania following the revolution of December 1989. From their inception, these institutions have used advertising in the media as a means to attract fee-paying students, often employing methods that have been (and still are) misleading and dishonest. Private schools and programmes in journalism were no exception to this general rule. And, as the author charges, the professional quality of the first free media in Romania reinforced the poor quality of training in their use. The state universities that have maintained their quality standards do not make as much use of advertising in the media to fill their enrollment quotas as do the private institutions. Even the best of the latter, those that are accredited, advertise heavily, but frequently their advertising is misleading and superficial.  相似文献   

2.
作为"轴心时代"东西方高等学府的典型代表,稷下学宫与柏拉图学园在教育史上占有重要地位,对后世产生深远影响。文章通过横向比较,对比二者在轴心时代历史横切面下学府背景、性质、功能与特点的异同;通过纵向比较,对比二者对东西方文明渗透性影响方面的异同。进而总结特色,从办学方针与治学方式两层面对中国当代高等学府的发展得出有益启示。  相似文献   

3.
The development of private (non-state) higher education institutions in Poland has been a phenomenon of increasing importance since 1990. It is a paradox of their existence, particularly in small towns with no previous tradition of higher education, that they have been more successful than the state higher education institutions in educating young people of working-class and peasant background, even though they charge tuition fees. In many ways, the private higher education institutions are more responsive to the demands of an economy in transition than are the state institutions, and they tend to operate more efficiently. Also, they have been rapid to adopt the "Mode 2" variety of knowledge generation. The creation of private higher education institutions has been a stimulus to regional development in Poland.  相似文献   

4.
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5.
Higher education's efforts to respond to the growing demand for non-traditional programs and services have resulted in the proliferation of external degree programs. The present inquiry examines the status of these programs in traditional institutions. Basing evaluation on the guidelines set forth by the Carnegie Commission for Non-Traditional Study (1973), the author suggests that external programs have not achieved the desired degrees of integration into the academic mainstream. Diverse management and planning approaches that might facilitate institutional adaptation and enhance program strength and viability are explored.  相似文献   

6.
Scholarship matters. It allows faculty to fulfill the responsibilities of their three academic citizenships--in their institutions, in their disciplines, and in higher education in general. Current standards for community college faculty scholarship, however, have excluded faculty from exercising academic citizenship outside of their institutions. The sector claim to a unique teaching mission has been used to exempt or exclude community college faculty from the scholarly obligations and responsibilities understood elsewhere in higher education. The absence of generally accepted norms for scholarly production and validation at most community colleges continues to set them apart from other institutions, including those also serving non-traditional open admissions students. By discouraging externally validated scholarship, community colleges deny their faculty an appropriate voice in higher education and deny the rest of higher education the important voice of community college faculty. By encouraging scholarship that meets the tests of external scrutiny, community colleges can provide their faculty with legitimate higher education citizenship beyond the institution.  相似文献   

7.
A rank-and-file professor's attendance at a non-traditional higher education conference led to some salient observations: (1) Contrary to the odd-ball image they may have on some campuses, non-traditional programs can trace their lineage back to the very origins of Western universities; (2) At the same time, they represent a break with recent American University history, in that they appear to serve adult needs more than adolescent/young adult needs; (3) They are able to recognize true learning as occurring outside the parochial boundaries of grades, semester hours, etc; (4) They not only can individualize education, but they can make it an active (rather than passive) process; (5) These programs apparently strive to teach judgement and understanding,not just information; and (6) Such programs may be a functional arm of the so-called women's movement.  相似文献   

8.
This article explores some of the probable consequences of the objective, elaborated throughout the French political spectrum, in favour of expanding French higher education enrollments such that by the year 2000, 80 percent of each age cohort will hold the baccalauriat and 90 percent of the latter will enroll in higher education. So far, the consequences of this objective have not been faced, particularly the tremendous changes required so as to make higher education in France universal. Certainly they will bring an end to the traditional elite nature of the French university with its emphasis on research and on the imparting of theoretical knowledge. Ineluctably, the emphasis will have to shift to practical courses and to career preparation. The author therefore suggests that the move to universality might best be accomplished by the development of numerous short‐term and vocationally oriented courses to be offered in distinct institutions to provide training to the bulk of the new entrants who will, for the most part, have completed high school in technical baccalaur éat sections. A traditionally oriented core within the university system will continue to offer long‐‐cycle courses admitting only the cream of the traditional general education baccalauriat holders and the best graduates of the new short‐cycle institutions. All the enrollees in the latter institutions should be encouraged to avoid over‐specialization so as to guarantee their professional flexibility with respect to future employment.

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9.
Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.  相似文献   

10.
Along with the massification of higher education comes a need for new models to support the success of greater numbers of diverse students. A greater proportion of these students are ‘non-traditional’ in terms of preparedness, socioeconomic status and geography. This paper introduces an Associate Degree model designed to support this new higher education reality of broader student cohorts, thin regional markets and cross-sectoral collaboration. Background literature on challenges facing the higher education sector and its prospective students is presented, with a particular focus on regionality. An argument is made for the role of curriculum and pedagogy as enablers of non-traditional student success. This is supported by the results of a mixed-methods exploratory study. This Associate Degree model was attractive to students and institutes. Students experienced similar levels of challenge, workload and progress to their traditional peers. While technology was essential for the success of the model, it played a supporting role to the relationships and multiple modes of learning it facilitated. This article provides insights for institutions seeking to address the broadening participation agenda.  相似文献   

11.
An estimated 21% of 25–34-year-olds in the United States, about eight million individuals, have attended college and quit before completing a degree. These non-traditional students may or may not return to college. Those who return to college are referred to as stopouts, whereas those who do not return are referred to as stayouts. In the face of declining pools of traditional students, colleges and universities have attempted to induce these students to return to higher education. Regrettably, little is known about the intentions and attitudes of these young adults after they have left higher education. This paper uses segmentation and targeting to identify those students who intend to return to college and those who do not. Using demographic and psychographic variables, five unique segments are identified. The study recommends strategies for reaching those segments which are most likely to return to higher education.  相似文献   

12.

In the past decade there has been a dramatic growth in UK student numbers, with students from non-traditional and under-represented groups being encouraged to participate in higher education. However, levels of withdrawal in those higher education institutions that have a greater proportion of non-traditional students have also been increasing. Higher education institutions have introduced various strategies in an effort to cope with this problem, but unfortunately current models offer little in the way of explaining the causes of (and little justification for the strategies used to reduce) withdrawal. It is proposed that in attending to the explanations of withdrawal, consideration must be given to discovering the underlying characteristics of the teaching and learning environment and the manner in which a student's perceptions and expectations of that environment may impact on their decision to withdraw. An ethnographical study using grounded theory is used to capture these underlying characteristics. This study provides an explanation of the teaching and learning environment as it relates to the student's beliefs, the actions between the student and staff and the intentions of the institution. The results of this initial study are presented. These results represent a preliminary 'grounded' model of the teaching and learning environment of the Technology Faculty at Southampton Institute.  相似文献   

13.
论新建本科院校建设发展应处理好的四个关系   总被引：1，自引：0，他引：1  
伴随中国高等教育大发展，全国一批新建本科院校应运而生。这批新建本科院校大部分是由专科学校提升而来。如何加快建设发展步伐，早日成为合格的本科院校，是摆在他们面前的艰巨任务。笔认为，应着重处理好学科与专业、规范与特色、教学与科研、运转与发展这四个矛盾关系．使新建本科院校沿着正确方向健康发辰。  相似文献   

14.
Integrating e‐Learning in their educational delivery and support processes is one way of strategy formation higher education institutions can deploy to respond to their changing environment. In this article, the focus of such a strategy formation is on three strategic choices: traditional, face‐to‐face, campus‐based education (back‐to‐basics), flexible on‐campus delivery of education (stretching‐the‐mould) or anytime, anywhere education (worldcampus). Results of a quantitative study showed that higher education institutions with a worldcampus strategy differ from higher education institutions with a back‐to‐basics strategy because they have a stronger focus on ‘increasing access,’ ‘offering logistic flexibility,’ and ‘use of ICT for income generation.’ By doing so, these higher education institutions aim to respond to an environment that is becoming increasingly market‐oriented and competitive.  相似文献   

15.
Over the last decade, higher education institutions in the U.S. have faced increased competition and expenditures coupled with declines in financial support. Furthermore, they often have been forced to cater to the needs of an increasingly diverse group of students and must design service strategies based on the unique needs of each group. This paper advocates the use of target marketing principles to effectively and efficiently allocate resources among the various groups. Student registration data from a large, urban, public university, which is routinely available at little cost, is used to identify five student segments. These segments include traditional students, non-traditional students, a sizable international student segment, a graduating segment, and a group of transferees. The unique needs of each segment are identified and appropriate service strategies are formulated for each segment. The diversity of the segments establish the utility of using target marketing principles for designing service strategies and the viability of using registration database for such a purpose.  相似文献   

16.
Institutions of higher education world‐wide are in a state of flux; whether in developed countries where there is unease on the part of the community and politicians as to the value of such education for the resources expended, or in newly emergent nations where the institutions are often valued for the contribution they can make to nation‐building, but where the elitism they foster can lead to the imposition of a new social stratum on formerly agrarian societies.

Against this background this paper calls for an alert, active response to the task of leadership and management in our institutions. It is postulated that to meet the situation most institutions of higher education (IHEs) may have to move from the traditional “Oxbridge” community of scholars stance, to a more market‐oriented approach in patterns of governance and in their relationship with the societies they serve.  相似文献   

17.
"Man looks upward, and water flows downward." Even though one has reached the South Heavenly Gate, one still intends to climb the Jade Emperor Peak. [Both famous heights in China.] We should not regard it as a bad thing for a certain middle school or a certain class to have more students who pass the entrance examination and are admitted into institutions of higher education. Those with high promotion rates should not be accused of "lopsided emphasis on promotion rate." It should be affirmed that for a school or a class to have even 100 percent of its students admitted into colleges and universities still meets the needs of the socialist modernization program, the needs of the development of our country. Schools that have more of their students admitted into institutions of higher education must be of a higher quality than those with lower promotion rates. If we indiscriminately accuse the former of laying lopsided emphasis on the promotion rate, we are bound to dampen their enthusiasm for improving teaching quality, especially the students' enthusiasm for gaining cultural and scientific knowledge. When the "gang of four" ran wild, they pursued the policy of "better have a laborer without culture" in their opposition to intellectual education. They made an example of one who handed in unanswered examination papers and thus wasted a whole generation of young people. This painful lesson we should never forget.  相似文献   

18.
高校毕业生就业工作是高等教育的重要环节,是高等学校面向市场开放办学的前沿窗口和阵地。毕业生就业实行"双向选择"的制度,打破了"统包统分"的传统格局。"双向选择"具有自主性、自愿性和多元性的特点,是选择与被选择的关系。高等学校要全面推进教育、教学改革,在为学生成才提供良好客观条件的同时,要积极开展就业指导,不断拓展毕业生就业市场,完善服务体系,激发大学生成才的积极性和自觉性,提高大学生就业适应能力。  相似文献   

19.
The changing context of higher education both internationally and in South Africa has presented challenges to lecturers that have led in some institutions to the introduction of accredited professional development courses for academics. Such courses for university lecturers are relatively new in South Africa. This paper reports on research in progress on a Post Graduate Certificate in Higher Education and Training course offered at Rhodes University in South Africa. It highlights some important questions that have arisen on the ways in which the theoretical framework of the course has or has not met the needs of diverse groups of lecturers within the specific South African context. A central theme of the course is that of the critically reflective practitioner. Lecturers are encouraged to explore the ontological and epistemological underpinnings of their disciplines and to examine the philosophical assumptions of their espoused theories about teaching and learning as well as their teaching practice. The theoretical framework has been found to be most successful for more experienced academics. However, the author raises some important questions regarding the suitability of this framework in relation to the specific post‐apartheid context in which the course operates, specifically whether the course prepares lecturers to open up both “actual” and “epistemological” access to all the students at the university.  相似文献   

20.
Presenting the comprehensive quality control measures which have been taken in Australian higher education in recent years, the author argues that the way they have been imposed from top down without proper consultations with the faculty/staff members of the institutions concerned have led to their being discredited at this level. She proposes ways in which evaluation and awards systems might be introduced through proper consultations with staff/faculty members in ways which engage the support of the latter and are then conducted with their co‐operation and collaboration. In particular, she describes how the Guidelines for Effective University Teaching were developed by the Australian Vice‐Chancellors Committee and are now being introduced into the various Australian higher education institutions as the basis of an effective teaching evaluation and improvement system.  相似文献   

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