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1.
《Chinese Education & Society》2013,46(5-6):59-69
This research explores the impact of Taiwan's university multiple-channel entrance policy on student learning outcomes, using quantitative research to look for differences in the learning experiences of third-year students who were admitted via different methods (examination and placement, application for admission, recommendation and selection, and gifted aptitude selection) and who were at different types of institutions (public universities, public vocational/technical schools, private universities, and private vocational/technical schools). The source data for this research was a 2005 national survey of third-year university students by the National Taiwan Normal University Center for Educational Research and Evaluation. The data were analyzed using two-way analysis of variance (ANOVA) and found that among students at public universities and vocational/technical schools, those who applied for admission had a better learning experience, while those selected for gifted aptitude had a poorer learning experience. Among students at private schools, those admitted through examination and placement or application for admission had a significantly better learning experience than students admitted through selection. Overall, the learning experience of screened students was generally poor, so it is worth considering a review of this admission method. 相似文献
2.
Ilya Prakhov 《Higher Education Quarterly》2016,70(2):170-199
This paper examines the characteristics of students admitted to Russian universities with different levels of selectivity. First, we argue that students differ not only by the results of the Unified State Exam (USE), the university entrance exam, but by family and school characteristics, and by educational strategies. Next, it is shown that the probability of being admitted to the most selective HEIs is determined not only by the USE scores, but by characteristics that are not directly related to the applicants’ abilities, such as class specialisation in secondary schools, and high school location. Moreover, we have found that income has an indirect impact on the admission results: a higher level of income increases the probability of being admitted to highly selective universities through the level of investment in pre‐entry coaching and the regional differences in wages. On the other hand, regional differences in costs of living decrease the opportunities of studying in selective universities. Hence, schooling and financial barriers without alternative student support can limit the participation of less affluent students in selective universities. 相似文献
3.
倾斜性招生政策是近年来我国面向贫困地区弱势学生实施的重要举措。使用国内某“双一流”大学追踪调查数据,分析国家专项与高校专项两类学生的在学发展情况。研究发现,两类专项学生受惠于倾斜性招生政策得以被录取,尽管高考成绩显著更低,但在各类能力自评得分方面没有劣势。不过,进入大学后,国家专项学生在自我认知方面和高校专项学生在批判性思维发展方面的自评得分均存在显著劣势。此外,高校专项学生入学时的毅力优势也在大三消失。在学业成绩方面,受学业基础较差影响,两类专项学生大一课业成绩显著偏低,且均在人文学科方面表现不佳。国家专项学生所获得的高考降分越多,大一挂科率和挂科数均显著越高,平均成绩显著越低,且在人文学科中尤为明显。研究认为,“双一流”高校在制定和实施国家专项招生政策时,应根据各自往年生源情况科学分配各学科专项招生名额,给予专项生更多的志愿填报指导,尝试放宽专项生转专业限制,并为专项生提供富有针对性的发展支持,在保障弱势学生入学机会的同时,更好地促进其在大学期间的良性发展。 相似文献
4.
ABSTRACTStratification, in the form of silent exclusion that is experienced by some groups of students because of the perceived low reputation of the university attended, and which the students have no control over, has been observed as a social menace that works against the concept of equity in education. To address this problem, a need exists for universities with lower reputations to go the extra mile to develop the employability skills of their students, which, in turn, will enhance their self-perception of employability. The major objective of this study was to investigate the influence of experiential learning activities on the relationship between university reputation and self-perceived employability among undergraduates in South African universities. Data were collected by means of an adapted questionnaire from 402 respondents drawn from two universities in the same province in South Africa. To achieve our objective, four hypotheses were formulated and tested through Structural Equation Modelling (SEM) using AMOS 25. The findings show that both direct and indirect effects of university reputation on undergraduates’ perceived employability through experiential learning activities are positively significant. To minimise the negative effects that universities with low reputations are likely to have on undergraduates’ acquisition of experiential learning, on their self-perceived employability, and subsequently on their employment prospects, the government, the Department of Higher Education and universities (particularly, the low-rated ones in South Africa) need to put in place some timely interventions, some of which are suggested in the study. 相似文献
5.
R. Danforth Ross 《Research in higher education》1977,6(3):201-214
Data on 115 colleges and universities are used to examine the effect of the qualifications of the faculty and decentralization of authority on faculty influence over general educational policy and faculty appointments. The findings suggest that university administrators respond to the presence of highly qualified faculties by allowing them to have more influence which is exercised largely through the formally constituted decision-making bodies of the faculty. 相似文献
6.
《Chinese Education & Society》2013,46(5):42-56
China has a territory of 9.6 million square kilometers, and a population of 1.1 billion. There are 1,075 general colleges and universities throughout the country, enrolling a total of approximately 2 million students. Each year we have about 2.5 million graduates from upper middle school, which, added to the number of graduates from previous years, make for a pool of candidates for admission to college and university of about 2.8 million in any given year. In the last two years, in accordance with the state's planning, we have admitted about 700,000 new students to the general colleges and universities each year (which is approximately 3 percent of the total number of people of the same age in the country at large and about 20 percent of the graduates from upper middle schools for that year). To guarantee that the limited resources and funds that the state invests in higher education may take greater effect, we have to select the new students of the highest quality and qualifications to admit to the colleges and universities. At the same time, however, we also have to make it convenient for the broad masses of graduates from upper middle schools to take part in examinations locally and apply for admissions to all the appropriate colleges or universities in the country. Since 1952 we have begun to adopt a system whereby the questions for all general colleges/universities entrance examinations throughout the country are unified, and all colleges and universities are pledged to admit new students on the basis of competitive merit. Thus the plans of colleges and universities in terms of new student admission, the subjects of examination, the questions in the examinations, and the standard answers, as well as the scoring standards or criteria of evaluating results, are all formulated in a uniform way by the state, with the provinces (or autonomous regions or municipalities that are under the direct jurisdiction of the center) carrying out the work of printing the examinations, conducting or holding the examinations, evaluating scores and, finally, admissions. With the exception of a hiatus of twelve years' time during the period of the Cultural Revolution, this nationwide uniform examination system for college and university admission has been in place ever since, and has always been there to ensure, effectively, the quality of the new students being admitted to general colleges and universities, and to ensure the smooth and effective completion of the state's plans for college and university admissions. At the same time, to a certain extent, this system also promoted the enhancement of the quality of teaching and learning in the middle schools, by avoiding repetitive and redundant work and labor in the area of admissions examinations, saving large amounts of human, material, and financial resources. 相似文献
7.
A study of academic persistence of science and technology university students in a Taiwan University
The graduates of high schools and vocational high schools in Taiwan have different ways to enter colleges and universities
offering technology and vocational education programs. In this research, we have traced the 4-year academic performances of
science and technology university students who have gained admissions through different channels. For students admitted through
different channels, the research finds that the third year performance to be the poorest; academic performances differ for
different means of gaining admissions; differ for each year; and differ for each university. We suggest that different teaching
supplement, academic support program, and curriculum adjustment applied to students admitted to university through different
channels. 相似文献
8.
Fangwen Lu 《Asia Pacific Education Review》2014,15(2):257-270
This paper studies a natural experiment due to an unusual change in the college admission policy at a Chinese university, which brought a large number of low-score students into several academic departments in the university. Exploiting large variations in peer characteristics and strong interactions among peer groups, the analysis finds that specially admitted low-score students have substantially reduced the performance of regular students on English tests. This detrimental effect from specially admitted students is concentrated among regular students whose English ability was below average. 相似文献
9.
大学招生在高等教育实现“卓越性”与“公平性”的目标中起着至关重要的作用。美国的大学在招生中享有极高的自主性,它们有权制定反映本校办学特征的招生政策,并最终有效地实现大学招生的卓越与公平目标。中国人民大学积极尝试在自主招生中兼顾“卓越”与“公平”理念,今年推出的“圆梦计划”具有表率和实践作用,可以激发其他大学在招生中更加合理地追求“卓越”与“公平”。但是由于受自主招生人数的限制,“圆梦计划”受益学生人数少、候选学校有限,因而有一定的局限性。 相似文献
10.
Federal law mandates that universities reveal their graduation rates purportedly to inform policy makers and constituencies about efforts to support educational attainment for students and athletes. These rates are widely used to compare universities. Analysis of 10 years of graduation rates across all major athletic programs concludes that graduation rates alone are insufficient and misleading unless they account for the widely varying constituencies served by different universities. Constituency factors include university mission, admission restrictions, and institutional wealth. Universities with more selective admission policies graduate both students and athletes at higher rates, although their athletes graduate at lower rates, relative to their student cohorts. This research assesses: (1) athlete educational attainment, (2) the impact of athletic success and (3) the relationship between admission selectivity and educational attainment. The results provide implications for across-university policies and suggest a method for identifying universities that model the bifurcated goal of academic and athletic excellence. 相似文献
11.
Jiafeng Gu 《Higher Education》2012,63(2):165-185
How geographical neighboring competitors influence the strategic recruiting behavior of universities is still unclear because
previous studies assume spatial independence among universities. Using data of Subordinate Universities of the Ministry of
Education in China, this study found that the choice of admission score level by one university was spatially autocorrelated
with its neighboring competitors and four strategies came into being within spatial enrollment competition. The intenseness
of spatial competition decreased as the number of neighboring competitors increased while the difference of admission score
increased as the distance between competitive universities increased. 相似文献
12.
As the Chinese mainland has transitioned from elite to mass higher education, the race to attend university has escalated to become a race to attend selective universities. This study focuses on rural female university students and explores how they make sense of their higher education admission experiences. We rationalize that the inquiry into fairness is crystallized through examining rural female students’ voices, which remain largely marginalized from the literature. Drawing from in-depth interviews with 22 rural female undergraduates from five selective universities in northern China, we focus on their perspectives towards three key issues in higher education admission: entrance exams, region-based quotas that put them at distinct disadvantages, and new reform initiatives. 相似文献
13.
This paper examines the implications of college admissions criteria on students’ academic and non-academic performance in university and their labor market outcomes. We exploit a unique feature of the admissions system at a large university in Singapore, the National University of Singapore, that has two admission tracks – a regular admission track where admission is based exclusively on academic performance and a discretionary admission (DA) track where applicants can instead gain admission on the basis of demonstrated non-academic qualities. Comparing students admitted through each track, we find that DA students fare similarly in terms of academic performance in university as marginal students admitted through the regular route. However, they are significantly more likely to be involved in optional academic and non-academic college activities and earn substantially higher labor market earnings up to three years after graduation. These results are not driven by the DA process differentially selecting students on the basis of family background or unobserved academic ability. 相似文献
14.
“一带一路”高校联盟是扩大人文和教育交流的平台，助推中国从高校联盟边缘走向中心。然而，哪些因素导致了“一带一路”高校联盟合作的形成，对此很少有研究进行实证探讨。基于20个“一带一路”高校联盟中的68个“一带一路”国家与中国的双边关系数据，通过社会网络QAP分析发现：除了政策环境和双边关系等外生性因素外，财力资源、一流大学数量、经济发展水平等内生性因素也对“一带一路”高校联盟的整体合作具有显著影响；不过，内生性因素对“一带一路”高校联盟不同合作主体的影响表现出一定差异，它们对联盟中的“一带一路”国家影响甚微，而当联盟引入发达国家的高水平大学时，内生性因素才表现出更加明显的影响。 相似文献
15.
多元录取在许多国家和地区的高校招生实践中都有所体现。中国近代大学的分类招生、台湾地区的多元入学、美国高校的综合评价以及韩国高校的多元依据和多样录取都是高校招生多元录取的不同实现方式。综合分析各种实践模式的特点,对当前我国高校招生录取制度改革有重要的借鉴意义。 相似文献
16.
This study investigated demographic characteristics such as type of university attended, course of study and gender as determinants of duration of unemployment among university graduates in Nigeria. Data were collected from 1 451 employed university graduates in 300 firms in Nigeria. Results showed a significant difference between duration of unemployment and course of study (F(6,1444) = 17.84; p < 0.05) with graduates of Engineering and Medicine having the least duration of unemployment. Significant differences also existed between duration of unemployment and the type of university attended (F(2,1448) = 5.50; p < 0.05). Unemployment period was significantly shorter for graduates of private universities compared to those from public universities. However, gender differences did not significantly affect unemployment period (t0.05 = -0.211; p > 0.05). One major policy implication of the findings is that entrepreneurial skills and initiative should become major concerns of higher education institutions to facilitate employability of graduates who will increasingly be called upon not only as successful applicants but also and above all as job creators. 相似文献
17.
Steven B. Kleinman Mary Beth Leidman Andrew J. Longcore 《Perspectives: Policy and Practice in Higher Education》2018,22(1):26-33
The following study explores the landscape of grading systems utilised in higher education, focusing on the frequency of different types of assessment scales (including Straight Letter, Plus/Minus, and other alternative policies). Although numerous studies have explored the relationship between university grading system and student behaviour, motivation, and overall perception of education experience, little research has been done to quantitatively analyse the number of colleges and universities that employ a specific grading policy. The present study addresses this gap in scholarship, using a sample of 620 schools from 12 states (and the District of Columbia) in the Northeast region of the USA. Results of the study find significant patterns of difference in the grading procedures across universities. 相似文献
18.
There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, might account for the difference. Data from the Assessment Experience Questionnaire (AEQ; Oxbridge, pre‐ and post‐92 universities, one science, one humanities and one applied social science subject from each) were analysed to determine gendered perceptions of the assessment environment. Significant gender differences were found on five AEQ scales (Quantity of effort, Coverage of syllabus, Quantity and quality of feedback, Use of feedback and Appropriate assessment) but there was no significant interaction between gender and university. Consequently, there were few clues in students' responses to confirm that the Oxbridge assessment environment explains gendered differences in degree performance. 相似文献
19.
台湾地区大学整并政策是在为了追求最佳规模效应,竞争有限的资源,调整大学结构,进而提高大学运作效率的初衷下出台的。台湾当局通过经费支持等措施推进大学整并工作的开展,并主要以校内整合与校际整合两种方式进行,以公立研究型大学为重点。但从其整并的实施来看,也存在着一些值得注意的问题,比如最适规模、特色化、机构认同等。 相似文献
20.
A critical issue facing a number of colleges and universities is how to allocate first year places to incoming students. The decision to admit students is often based on a number of factors, but a key statistic is a student's high school grades. This paper reports on a case study of the subsequent performance at the University of Winnipeg of high school students from 84 Manitoba high schools. By tracking the university performance of students admitted for the years 1997–2002, we are able to estimate the likelihood of success of subsequent students based on their characteristics as well as their high school grades. In doing so, we use a number of alternative estimators including a Least Squares Dummy Variable Model and a Hierarchical Linear Model. The methodology should be of interest to admissions officers at other universities as an input into estimating the subsequent performance of first year students. 相似文献