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1.
私立高等教育的公共性 总被引：6，自引：0，他引：6
本文重点分析了私立大学的公共控制问题和私立机构利用公共资源的问题。私立学院和大学将政府提供的资助转换为学费,取得空前的繁荣。不同私立大学在市场化机制下的行为方式是不同的,优秀私立大学带动了学费水平的不断提高。营利性大学是美国高等教育领域中发展最快的一部分。成功商业模式的复制和学生资助政策,是营利性大学快速发展的两个关键因素。私立大学的出现也带来了教育质量等一系列问题。新的政策走向似乎更有利于营利性大学,使之有可能获得更多的公共资源。 相似文献
2.
Dante J. Salto 《Higher Education》2018,75(5):809-825
Brazil has by far the largest higher education system in Latin America, with a sizable share of students enrolled in private-sector institutions. Its recently established and fast-growing for-profit sector is one of the largest worldwide. The for-profit sector already surpasses the public sector in student enrollment, and its role is growing. Public policy has supported for-profit growth, ostensibly for tax revenue reasons, but the federal government has recently launched social initiatives that include tax exemption policies for the for-profit sector in exchange for need-based scholarships. Through exploratory data analysis, this study explores the role, function, and form of the for-profit sector compared with its nonprofit and public counterparts. The findings reveal that the for-profit sector shares some important characteristics with the nonprofit sector but contrasts sharply with the public sector. The study concludes that countries such as Brazil are moving toward public funding for private higher education to meet enrollment targets. These findings may be able to address issues in other countries by considering similar public policies toward private higher education. 相似文献
3.
《Critical Studies in Education》2013,54(3):261-275
A key assumption of equity policies in Australia, as in many countries, is that pathways from lower-status, vocationally oriented ‘second’ tiers of tertiary education to ‘first’ tier higher education are able to act as an equity mechanism. This is because students from low socio-economic backgrounds are over-represented in former and underrepresented in the latter. The assumption that pathways support equity is tested in this paper through an analysis of the socio-economic profile and institutional destination of student transfers from vocational education and training to higher education in Australia. It finds that educational pathways deepen participation in education by existing social groups but do not effectively widen participation for groups that do not have equitable access. This is as a consequence of the hierarchical structuring of qualifications within VET as well as in higher education. 相似文献
4.
James Williams 《Tertiary Education and Management》2013,19(4):349-363
This article explores the principal methods in which higher education careers services around the world are addressing the needs of an increasing proportion of students from disadvantaged backgrounds. This study is based on data drawn from focus groups with students and interviews with key personnel and employers. The research demonstrates that higher education careers services are beginning to address the needs of students from disadvantaged backgrounds in a number of key ways. In particular, they are becoming more integrated both with the full range of student services and with the academic curriculum and, as in many other examples of widening participation, limited resources are optimised by effective targeting of specific groups. Arguably, too, higher education careers services are well placed to provide the interface between the academy and employers in order to promote diversity outside academia. 相似文献
5.
李淳燕 《黄河科技大学学报》2004,6(1):136-140
教育机会均等是一种教育理想,当前主要解决帮助扶持贫困家庭子女入学问题。要促进社会参与兴办高等教育,并采取多项措施保障贫困生完成大学学业,主要是政府主导,增加供给;“公私合营”,公有民办;双管齐下,信贷助学。 相似文献
6.
Ian W. Li Stephane Mahuteau Alfred M. Dockery P.N. Junankar 《Journal of Higher Education Policy & Management》2017,39(6):625-641
The rate of higher education participation in Australia has increased over the past decade for individuals from disadvantaged backgrounds. This study contributes to the knowledge on the outcomes of disadvantaged individuals who complete higher education by looking at the labour market outcomes of university graduates from equity groups. The number of Indigenous graduates and graduates with disabilities was found to be very low, suggesting that more needs to be done to improve higher education completion for these two groups. The labour market outcomes for other equity groups are mixed, with those from low socio-economic status backgrounds and regional and remote Australia performing well in the labour market, while graduates from non-English-speaking backgrounds and female graduates in science, technology, engineering and mathematics fields experience substantial disadvantage in the labour market. The findings suggest that selection processes prior to the graduates’ entry into the labour market are important. 相似文献
7.
Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
8.
《Chinese Education & Society》2013,46(5-6):8-20
The objectives of expanding higher education are to foster advanced personnel and realize the concept of achieving equal access to education. The problems created by the expansion of higher education in many countries, including Taiwan, in fact indicate a divergence from originally anticipated objectives. Such problems include the uneven allocation of resources, tuition differences between public and private schools, and vicious competition in the face of declining student enrollments, all of which contribute to concerns about educational quality issues. Of additional interest is whether Taiwan's focus on university enrollments of disadvantaged ethnic groups has created a trend toward greater educational opportunities for its aboriginal people. Nevertheless, the distribution of resources is increasingly concentrated on elites from high socioeconomic backgrounds and in a few public universities. All of these factors have facilitated an increasing class reproduction in higher education. The original elites continue to enjoy a wealth of resources. Yet while more and more students gain access to higher education, their institutional teaching quality and learning environment still fall behind that of the elites. 相似文献
9.
Tristan McCowan 《Higher Education》2007,53(5):579-598
Access to higher education in Brazil is to a large extent restricted to the higher socio-economic groups. Public universities
have limited places and entry is determined by highly competitive exams, thereby excluding those who have not had a high quality
secondary education or attended an expensive preparatory course. There has been considerable growth in the private sector
to absorb the excess demand, but the majority of Brazilians cannot afford the fees. This paper develops a concept of equity
in higher education in which, firstly, there should be sufficient places in the system as a whole and, secondly, all people
should have a fair opportunity of attending the university of their choice regardless of socio-economic background. Recent
efforts to expand access are analysed, including incentives for the growth of private universities, student loans and the
new Prouni initiative, in which private institutions provide free places to low-income students in return for tax exemptions.
While these initiatives have the potential to increase the total number of places, they will not lead to an equitable expansion,
as disadvantaged students will still be confined to courses of lower quality or with lower subsequent value on the employment
market. Initiatives aimed at the public sector such as the introduction of quotas and changes to entry examinations are also
discussed. Finally, some implications for future policy development are outlined.
An earlier version of this paper was presented at the World Congress of Comparative Education Societies, Havana, 25th–29th
October 2004. 相似文献
10.
经过多年的发展,澳大利亚已经基本普及高等教育,但各阶层间的高等教育机会不公平仍然存在。扩大高等教育学生参与有利于建立一个更加强大和公平的澳大利亚。为此,一方面需要取消或降低弱势群体的财政和其他的障碍,另一方面,要提高学生的高等教育认知度,调整高等教育的教学方式及课程设置。 相似文献
11.
The Japanese higher education sector has seen increases in tuition with stagnant household incomes in a society where family support for university students has been the norm. Student loans from the government have grown rapidly to sustain the gradual increase in university enrolments. These time-based repayment loans (TBRLs) have created financial hardship for increasing numbers of loan recipients and their families. There is some evidence that prospective students from low-income households are forgoing a university education to avoid student loan debt. The Japanese government has introduced some measures including grants and a partial income-contingent loan (ICL) scheme to help alleviate these problems.While the ICL scheme is a positive development, this paper shows that it requires further refinement and broader coverage if it is to adequately address the challenges facing higher education financing in Japan. We show that an affordable and universal ICL system could be introduced in Japan that avoids problems with the current partial income-contingent loan scheme and would help alleviate access issues for those from disadvantaged backgrounds. Importantly, the unique features of the Japanese labor market have to be carefully considered, especially the large gender wage gap for married women. By introducing dynamics into modeling graduate earnings and using carefully selected parameters, we show that it is possible to have a universal ICL which achieves a balance between access and affordable repayment with minimal long-run costs to taxpayers. 相似文献
12.
《Journal of Further & Higher Education》2012,36(3):77-80
Abstract In order to achieve rapid growth in student numbers, a number of Higher Education Institutions have borrowed some of the concepts of franchising from the private service sector. A franchise involves one party — the franchisor — developing a service and monitoring standards, whilst a second party — the franchisee, delivers the service in return for a share of the reward. This article draws comparisons between private sector and higher education franchising and analyses the franchise strategies open to the HE sector. It concludes that if managed correctly, franchising will bring benefits to the higher education sector, colleges of further education and students alike. The uncertain start to higher education franchising mirrors the early days of private sector franchising, but like the latter, it has potential subsequently to achieve rapid mutually beneficial growth. 相似文献
13.
This article discusses the future of university-based programmes aimed at enabling the access and successful participation of students from traditionally under-represented backgrounds in higher education. It builds a case for adopting three strategies in ensuring the sustainability of widening access and participation work: (1) embedding broad-ranging and reflexive evaluation practices; (2) developing partnerships with industry partners; and (3) evolving the conceptual and strategic framework of widening participation. The article's reflections are contextualised within the framework of current higher education policy and practice in Australia, and its arguments are advanced from a close reflection on a mentorship programme aimed at media students from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds at Macquarie University. 相似文献
14.
《Journal of Further & Higher Education》2012,36(2):231-244
Abstract This article describes a study of the uptake of places on ‘access’ to higher education courses in Scottish further education (FE) colleges by students from minority ethnic backgrounds. Colleges surveyed recruited access students from minority ethnic backgrounds in close approximation to the proportions attracted to FE in general, despite the commitment to prioritise under‐represented groups, including students from minority ethnic communities. The study found a general acceptance of the principle of positive action by colleges, but little evidence of strategies likely to prove effective. It is suggested that the government's agenda for widening participation in education can only be accomplished when the FE sector recognises ethnicity as an important issue. 相似文献
15.
Mary Ann Coughlin Joseph Hoey Marsha Hirano-Nakanishi 《Asia Pacific Education Review》2009,10(1):69-81
The intent of the authors in preparing this paper is to compare and contrast the roles of Institutional Research in informing
decision making and governance in higher education. Using a case study format the authors will provide an example of a research
project conducted within each of the following sectors of United States higher education system: private 4-year not for profit,
public major research institutions/private specialized institutions, and a pubic state university system. The first case study
from the private sector will feature a mixed methodology study that used data from the National Survey of Student Engagement
(NSSE) and student focus groups to explore student engagement at this institution and inform faculty development. The second
case study will compare the use of data for decision making from the standpoint of large public research institutions and
private specialized institutions. The third case study from a state university system focuses on recent initiatives in the
public sector
to inform the public, the institutions, the State, and the federal government using data from institutional research offices,
student engagement surveys, and student learning assessments shared through consortia and national associations. These examples
will be discussed within the structure of decision making and governance in higher education. 相似文献
16.
John Simister 《Higher Education Quarterly》2011,65(2):113-144
This article summarises previous academic research into university education, distinguishing between arguments for and against improving access. Several views are summarised, including structural‐functionalism, which claims that powerful social groups maintain their status and income, and human capital theory, which focuses on employee productivity. Almost all viewpoints discussed in this article support meritocracy. UK universities differ in their openness to people from disadvantaged backgrounds. Many universities, referred to here as ‘inclusive’, deserve credit for encouraging disadvantaged people to become students; in contrast, ‘exclusive’ universities tend to have fewer disadvantaged students than expected. There are barriers facing disadvantaged students, including unequal access to universities, which can at least partly be explained by private schools for rich pupils and financial burdens at university causing some students to take paid work (reducing time available for study). The UK spends less per student on universities than the world average and less than half as much as some European countries. The UK Government could increase university funding, concentrating on universities that are most inclusive and that tend to have the largest problems in affording sufficient staff and teaching facilities. This investment would give long‐term benefits to the UK economy. 相似文献
17.
Recent changes in the English tuition fee policies have spurred a debate on the impacts on student choices for higher education. Expectations range from a sharp decrease in participation in higher education to relatively little change in student demand. We surveyed 1549 year 12 sixth-form students from four institutions spread geographically across England. We have broadened the approach to the study of student choice by not only considering the impact of going to higher education or not, but have included in our choice scenarios the consideration of looking for cheaper higher education alternatives and of looking for higher education abroad. This brings our study from a focus on widening participation and access into the realm of the dynamics of increasing choice in a globalised world. The data suggest that financial issues are key influencers. We conclude that the English higher education system may be confronted with significant changes in student choice patterns, given the study’s finding that students show high levels of anxiety and consequently consider a much broader range of study options: within or outside higher education; in publicly funded or for-profit institutions; and in the UK or elsewhere. 相似文献
18.
Trends in Higher Education Participation in Scotland 总被引：1，自引：0，他引：1
Lindsay Paterson 《Higher Education Quarterly》1997,51(1):29-48
Scottish higher education has expanded and diversified in the last two decades. Most notably, compared to the early 1980s, participation in the mid-1990s has risen disproportionately among people aged over 21, people from socially disadvantaged backgrounds, women, and (probably) minority ethnic groups. Students are more likely to move away from their home region on entering undergraduate courses, although they are not much more likely than before to leave Scotland altogether. Although participation from Scotland generally has risen more rapidly than participation from elsewhere in the UK generally, at some Scottish institutions the proportion of undergraduates coming from outside Scotland is growing. The system as a whole is not becoming markedly more part-time, although there has been a rise in the very small proportion of people who are studying for first degrees part-time (as opposed to HNDs etc). The share of higher education taking place in further education colleges has grown sharply, but nearly all of that has been for HNDs etc rather than degrees. The expansion has been driven partly by general social change (including the intergenerational effects of previous educational expansion), partly by special entrance schemes to encourage students from social backgrounds that have not in the past been strongly associated with entering higher education, and partly by government policy. These pressures will continue, and will probably be reinforced by the imminent reform of post-16 assessment and curriculum in Scotland, producing for the educational stage immediately preceding higher education for most students a unified framework embracing both academic and vocational courses. 相似文献
19.
Advocates argue that vouchers can make improved educational opportunity available to disadvantaged students. Critics contend that vouchers increase the risk of stratification. Researchers have found that Chile's voucher program has lead to increased socioeconomic school segregation. What has been overlooked, however, is segregation between schools within a sector and variation within private for-profit and non-profit school sectors. I find that public schools are more likely to serve disadvantaged students than private voucher schools. I also find that disadvantaged students are more segregated among private voucher schools than among public schools. While between and within sector segregation levels vary across private voucher school types, the differences are not always consistent with theory. The data also suggest that policies can either mitigate or exacerbate the stratifying effects of educational vouchers. 相似文献
20.
20世纪70年代以来,美国营利性大学顺应社会发展趋势,以市场需求为导向,抓住时机进入资本市场;关注弱势群体,获得政府政策支持,实现快速发展。然而,2010年以来,美国营利性大学在经历了约40年的发展后陷入了教学质量降低、新生数量减少、大学理念与公司理念矛盾逐渐凸显以及在资本市场上的表现不佳等困境。目前,我国已有一些民办高校选择登记为营利性高校,开启了我国营利性民办高校的办学之路。文章通过梳理美国营利性大学发展的动因,分析其面临的困境,为我国营利性高校的发展提供以下启示:顺应时代潮流,为营利性大学发展营造良好社会环境;发挥体制机制优势,处理好政府、市场和营利性高校的关系;以转型为契机,探索营利性大学内涵式发展道路;加强政府监管和第三方评估,实现资本逐利性与教育公益性的平衡;积极发挥资本市场的作用,同时注重风险防范。 相似文献