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1.
Valentina Goglio 《Journal of Higher Education Policy & Management》2016,38(2):212-226
In roughly a decade, university rankings gained the foreground in the policy arena for higher education and their influence is not going to decrease. However, several methodological shortcomings and warnings about the unintended consequences for national higher education systems have been raised. Against this background, this paper stresses that the individual recipients of information contained in university rankings are currently overlooked. Indeed, university rankings are addressed to a generic recipient, but actually, there are multiple audiences for rankings, and each of these audiences has different needs and each one attributes a different value to information attached to rankings. Referring to a theoretical tool borrowed from bioethics, this paper highlights that the ranking game involves a variety of recipients and that the current setting of the ranking panorama leaves room for gaps to emerge. 相似文献
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Hong Kong and Singapore were former British colonies, have a predominant Chinese population and value. They began to develop quickly in the late 1960s, become financial hubs of the world in the 21st century. This paper reviews the tertiary education development of the two cities, particularly on the perspective of university rankings. It first elaborates about the emergence of university rankings, and the reason why it becomes a growing exercise, and who would be the benefactors of these exercises. Then it examines the performance of universities of the two cities in the international university ranking systems, makes a general assessment about the relative merits of the higher education systems in both cities. The paper requests ranking comparisons on the detailed items rather than just the sums, and argues that universities in the two cities are on par. 相似文献
3.
The view of what constitutes child abuse and neglect is dependent on the laws, cultural context, local thresholds and the availability. Since 1982, the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) has conducted surveillance of child maltreatment and child protection every two years, published in World Perspectives on Child Abuse. It is hoped that up to date information will inform the development of laws, policies and programs to better address child abuse and neglect. This article is based on data on child sexual abuse and exploitation from 73 countries gathered online in 2015-16 for the 12 edition of World Perspectives. Respondents were key informants who were knowledgeable professionals in the child protection field. They were encouraged to consult with colleagues so as to provide accurate information. Countries were grouped into different regions of the world and into income level categories. The findings focus on definitions of abuse and neglect, laws, policies and programs to address and prevent maltreatment and barriers to prevention. It is evident that there is considerable variability across regions and country income categories, and that programs and services need to be considerably strengthened, even in high income countries. 相似文献
4.
This paper analyzes how high-ability students respond to different indicators of university quality when applying for a university. Are prospective students influenced by quality indicators of a university ranking or by an excellence status awarded within a nationwide competition? And if so, are some quality dimensions, e.g. research reputation, mentoring, faculty infrastructure, students’ satisfaction or the excellence status, more important than others? In order to address these questions, I estimate a random utility model using administrative application data of all German medical schools. As identification relies on the variation in quality indicators over time, I can disentangle the response to changing quality indicators from the common knowledge regarding university attractiveness. Results show that the ranking provides more relevant information in the quality dimensions mentoring, faculty infrastructure and the overall students’ satisfaction than with respect to research. 相似文献
5.
Concern with university rankings have become widespread throughout post-secondary education (PSE), fuelled in part by administrative concerns that demotions down the rank ladder will produce negative institutional outcomes. There is reason to believe, however, that ranking ‘effects’ may be partially muted in Canadian PSE due to the (1) national system’s flatter hierarchical structure and (2) the generally inconsistent findings produced by domestic research on rankings. Through this study, we provide a qualitative analysis of how rankings shaped the institutional selection processes of 90 undergraduate students across three universities in southern Ontario, Canada. Our data indicate that these students rarely consulted ranking publications, relying instead on reputational information available through their informal networks (e.g. peers, family). We theorise that the unique structural characteristics of Canadian PSE minimise the influence of rankings within this jurisdiction, and discuss the practical implications of this finding for both scholars and administrators. 相似文献
6.
LIU Zhong-hui SHAN Xiao-xia 《美中教育评论》2007,4(7):26-30
According to the four rankings of China＇s universities conducted in 2007 by Guangdong Managing Science Academe, On-line College, China Universities Alumnus Association and Center for Science Evaluating of China. This paper attempts to analyze and contrast the standard systems in the four rankings, focusing on the frame construction of the standard-system and the proportion, talents training （the condition of students）, the account of scientific researches and classification rankings as well. 相似文献
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Around the world, changing funding policies have pushed for university departments to find increased external project-based funding. While this trend is widely acknowledged, mixed views exist about implications for faculty members’ academic practices. Regarding doctoral education, researchers have raised concern that external funding will push doctoral supervisors to be more directive in their supervision of doctoral students’ research projects. However, the empirical evidence supporting such concern is limited. The aim of the current study was, first, to develop and validate a scale allowing us to measure the degree of supervisor direction. Second, the aim was to examine the hypothesis that directive supervision is more likely to occur when the doctoral student’s research project is supported by external funding secured by the supervisor. A total of 1690 doctoral students at a research-intensive Danish university participated in the study. Three scales, including a directive supervision scale, were developed and validated by means of exploratory and confirmatory factor analysis. Our hypothesis could be confirmed for the health sciences, but not the natural sciences. Results from the humanities and social sciences were ambiguous. 相似文献
10.
In general, a mission statement reflects the context in which a higher education institution operates. It’s also a direction setting statement indicating the direction required for effective strategic and operational decisions. This study examines how the highest ranked universities in Europe, Asia, Latin America, Africa, and North America compare in terms of their mission statements and how they communicate to their stakeholders and to the public about what their main purposes, values, goals, and objectives are. Having downloaded each university’s mission statement from the Internet, we then classified them into five main categories of Asian, African, European, Latin American, and North American universities and analyzed them separately using the text mining and analysis tools available in SAS Enterprise Miner, a powerful commercial business analytics program. Results show that although we found similar terms and themes in the mission statements across the five different regions, there is great variability in the mission statements with respect to how they communicate their core values, main purposes, and value propositions. 相似文献
11.
《Issues in Education》1999,5(1):147-159
In this paper, we reply to Pressley and Allington's (1999) contention that research supported by the National Institute of Child Health and Human Development (NICHD) in recent years has been narrowly focussed. We point out that their criticisms of this agency are opaque because they do not take account of the fact that research priorities of virtually all funding agencies are necessarily constrained by their unique missions. We also express our befuddlement over the apparent inconsistency, on the part of at least one of the co-authors, between the point of view expressed in this paper compared with the point of view expressed in a previous paper as to the weight given to phonological skills in early literacy instruction. Finally, we point out that Pressley and Allington's criticisms of recent intervention studies supported by NICHD are fraught with errors and misleading characterizations, and we use their criticism of an intervention study we have recently completed as a prime example. 相似文献
12.
This paper presents a new stochastic algorithm for box-constrained global optimization problem. Bacause the level set of objective
function is always not known, the authors designed a region containing the current minimum point to replace it, and in order
to fit the level set well, this region would be walking and contracting in the running process. Thus, the new algorithm is
named as region’s walk and con-traction(RWC). Some numerical experiments for the RWC were conducted, which indicate good property
of the algorithm.
Supported by the Science Foundation of Shanghai Municipal Commission of Education 相似文献
13.
Over the past few decades, researchers, educators, and policymakers have become increasingly concerned about preparing future generations for life in the rapidly changing global society; thus, interest in the global dimension of school curricula has been growing. However, as tension often exists between this global dimension and national education, infusing the former into the latter is not an easy task. Although some countries claim their national curriculum has a global dimension, and many global educators emphasize the relevance of global education in all curriculum areas, little empirical evidence supports such claims. To bridge this gap, the extent to which school textbooks reflect a global dimension must be explored. Therefore, this study conducted a content analysis of 84 elementary school textbooks in Taiwan to examine the scope of their global dimension. We found that around 10 % of the textbooks’ content was related to the global dimension, the majority of which was in the learning areas of social studies and integrative activities. The most evident global education concepts were ecological sustainability and world peace, whereas human rights and social justice were underrepresented. The ideal of linking the global dimension with all aspects of education and all curriculum areas remains a challenge. We provide suggestions for teachers, educational authorities, and textbook publishers and authors regarding revisions to current textbooks to enhance the global dimension. 相似文献
14.
Laura C. Engel David Rutkowski Greg Thompson 《Globalisation, Societies & Education》2019,17(2):117-131
This paper focuses on the OECD’s PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD’s influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate surrounding global competence, and (c) how influence is garnered through measurement technologies. We conclude by encouraging the OECD to be transparent in the reporting of results and educational stakeholders to be cautious interpreters of forthcoming results and rankings. 相似文献
15.
The right to education depends upon a willingness to finance education fairly. Addressing the difference in educational achievement between learners of different backgrounds is a key aspect of fairness. Framed by contemporary neoliberal policies around marketisation and competitiveness, this paper examines fairness in the education finance policy (EFP) of three jurisdictions in England, Israel and Oklahoma. Using a comparative analysis of school funding formulae and an international survey on the perceptions of local policy actors, the de jure and the de facto EFPs are examined. Our findings reveal de jure policies attempting to address fairness through integrating different student background characteristics. However, variability is evident in the extent to which the de facto policies align with an aspiration for fairness. This is linked to the marketisation of education in each jurisdiction. We conclude that weightings of students’ background characteristics can only be one feature in policy interventions orientated towards bringing about social equity. 相似文献
16.
Global university rankings currently attract considerable attention, and it is often assumed that such rankings may cause universities to prioritize activities and outcomes that will have a positive effect in their ranking position. A possible consequence of this could be the spread of a particular model of an “ideal” university. This article tests this assumption through an analysis of a sample of research-intensive universities in the Nordic region. Through document analysis and interviews with institutional leaders and staff from central administration, the study explores whether high-ranked Nordic universities take strategic measures as a response to global rankings, and whether the traditional identities of the universities are changing, as they are influenced and affected by the rankings. The study shows that rankings have a relatively modest impact on decision-making and strategic actions in the Nordic universities studied, and that there are few signs of rankings challenging the existing identities of the universities in this region. 相似文献
17.
《Teaching and Teacher Education》2000,16(4):429-443
Despite increasing demands for teachers to teach for equity, diversity and global interconnectedness, colleges of education are not producing teachers with such knowledge and skills. In this study the author identified teacher educators, who are recognized by their peers for their success in preparing teachers in both multicultural and global education and asked them to reflect upon the experiences that have most influenced their work in these fields. The 80 teacher educators in the study told of encounters with people different from themselves, experiences with discrimination, injustice or outsider status, and their felt contradictions in dealing with multiple realities. There are significant qualitative differences between those experiences identified by people of color and those who are white. Most of the people of color acquired an experiential understanding of discrimination and outsider status by the nature of growing up in a society characterized by white privilege and racism. However, many of the middle-class white teacher educators had their most profound experiences while living outside of their own country. Given the demographics of professors of education, the findings have implications for the ability of the nation's universities to prepare teachers in multicultural and global education. 相似文献
18.
Kosztyán Zsolt T. Banász Zsuzsanna Csányi Vivien V. Telcs András 《Tertiary Education and Management》2019,25(4):289-310
Tertiary Education and Management - There are several well-known rankings of universities and higher education systems. Numerous recent studies question whether it is possible to compare... 相似文献
19.
Michael Furtado 《International Journal of Inclusive Education》2013,17(4):431-448
The Australian Senate Employment, Workplace Relations and Education References Committee has been asked to examine the principles of Commonwealth Funding for schools, with particular emphasis on how these principles apply in meeting the current future needs of government and non‐government schools and whether they ensure efficiency in the allocation of school funding. The Committee will also investigate accountability arrangements including and through the Ministerial Council on Education, Employment, Training and Youth Affairs. This paper provides a critical discourse analysis of recent developments, tracking two themes: the construction of ‘efficiency and effectiveness’ in the allocation of school funding in Australia, and the impact of such a construction on a discourse of inclusive education for all schools in Australia. Through this analysis, it is argued that the current enquiry creates an opportunity for a substantial shift in focus — from funding government and non‐government schools in relation to government schools, to both government and non‐government schools — within a framework of presumptive equality and inclusion. It is also argued that extant policy, removing the substantial Catholic sector from its hitherto hybridized and separate funding position and bringing government and non‐government schools into sector‐specific funding competition with each other, realigns and rearticulates federal involvement in school funding policy areas that have been the traditional preserve of state governments and territories. In the process, responsibility for instilling and supporting inclusive educational practices is currently solely that of the states and territories where, in many cases, funding as well as inclusive education policies and programmes have been determined at local levels. The endorsement by the federal government of new principles in funding, as proposed here, linked with renewed requirements in relation to school access and participation, creates a space that potentially enables new strategies for inclusive education to be conjoined with funding allocation policy in Australian schools, to the economic and social benefits of all schools as well as the polity. 相似文献