共查询到20条相似文献，搜索用时 439 毫秒
1.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
2.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
3.
Japanese flagship universities at a crossroads 总被引：2，自引：1，他引：2
Akiyoshi Yonezawa 《Higher Education》2007,54(4):483-499
The increasing pace and scope of global structural change has left Japanese flagship universities at a crossroads. Reflecting
upon historical trends, current policy changes and respective institutional strategies for global marketing among Japanese
top research universities, the author discusses possible future directions for these institutions and how key decisions may
be influenced by selected national policies. By taking a more active role in building flagship universities and making use
of higher education for social and economic development, the Japanese government has already taken concrete measures to keep
apace with higher education policies of neighboring Asian countries. However, in the author’s view, whether or not Japan can
truly develop and maintain world-class universities ultimately depends on an overall improvement in the status of East Asian
higher education. 相似文献
4.
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
5.
A world-class university in China? The case of Tsinghua 总被引：1，自引：0，他引：1
Higher education, an integral part of China’s nation-building project, is a critical element in China’s strategic policy initiative
of building national strength through science and education. One way to achieve this goal is to develop a higher education
system of international stature. Perhaps more than any other country, through national programs such as 211 and 985, China
has been explicit in selecting its best universities for intensive investment, with the expressed aim of making them world-class
within coming decades, and contributing more to overall R&D and scientific development. Analysing how these top-tier universities
in China are reaching for the gold standard, and using Tsinghua University as an example, this article examines the role of
higher education in China’s rise and how Chinese universities are responding to the drive for innovation, against a background
of globalisation and internationalisation. It analyses the experience of Tsinghua, a Chinese flagship university, sometimes
dubbed ‘China’s MIT’, through an in-depth case study in an international context, seeking to answer the question of how far
Tinsghua embodies the qualities of a world-class university. 相似文献
6.
This study examines the proposition that mass higher education is, in practice, less a network of more or less homogeneous
activities than a series of concentric circles in which elite institutions remain at the centre, but are surrounded by increasingly
wide bands of universities and colleges, that are less and less likely to set graduates on the road to elite status the further
they are from the centre. After a brief review of the classical and subsequent literature on elites and elite formation, the
empirical study uses data from the very long established annual publication Who’s Who to make a quantitative analysis of the higher education background of all 120,000 Who’s Who entries born in the twentieth century. It finds that Oxford and Cambridge remained the dominant route to elite status throughout
the century, though their share fell from about a third to about a quarter of the total. There were big rises in the contribution
of other leading universities that have come to be known as the ‘Russell Group’. An analysis by main occupational categories
shows that the political elite broadened its educational catchment area more than other groups. The so-called ‘public’ (i.e.
independent) secondary schools also continued to make contributions much larger than their numbers warrant. The main conclusions
are that Bourdieu’s notion of ‘symbolic capital’ offers a useful contribution to the interpretation of the continued dominance
of well-known high status universities, and that while there was considerable change throughout the century, in general it
followed the British tradition of being evolutionary and slow. In policy terms it concluded that the present government is
justified in seeking both to widen participation generally and simultaneously to increase the number of people from modest
economic and social backgrounds who attend the high prestige universities. 相似文献
7.
In anticipation of a globalising post-Fordist political economy, countries and universities are increasingly pursuing strategic
transnational education and research alliances. This article analyses the Global Schoolhouse, a key education policy platform
that aims to transform Singapore into a knowledge and innovation hub by establishing networks and collaborations with foreign
universities. Two Global Schoolhouse initiatives are examined—the alliance between Singapore and MIT (Massachusetts Institute
of Technology), and the institutional restructuring aimed at re-modelling the National University of Singapore into a ‘leading
global university centred in Asia’. We outline some of the complexities and unanticipated outcomes which emerge when nations
and their education institutions seek to globalise. 相似文献
8.
Economic success is an aim of governments around the world. Their ‘human capital’ stance towards higher education implies
the need to develop graduates’ capabilities to the full. The concept of graduate ‘employability’, currently being developed
in the light of theory and empirical data, is beginning to find acceptance in the UK. One of the keys to its acceptability
in higher education has been the alignment of employability with good learning – that is, learning that is manifested in complex
outcomes. However, the achievement of complex outcomes requires a programme-level focus, rather than a focus on individual
study units. This article reports on the way such a programme-level approach was adopted in four different universities in
the UK, and how relatively small-scale actions have the potential to augment students’ employability. The implications for
policy at the levels of the system, the higher education institution and the academic department are discussed. 相似文献
9.
Abraham Yogev 《Higher Education》2007,54(5):629-645
Expansion trends of higher education systems involve the planned growth of new universities, frequently stratified lower than
established ones in academic breadth and excellence as well as in the socio-demographic origins of their students. The persistence
of this internal stratification of the university system subsequent to its expansion remains a controversial issue. Between
the early and mid-1990s the Israeli Council for Higher Education has expanded the three ‘‘target’’ universities, aimed at
peripheral or specific sectors. Compared to the three established elitist institutions, these universities have concentrated
on the liberal arts and attracted students of lower social origins. The present study examines the stratification of students
into elitist and target universities a few years after this particular expansion policy was abandoned in favor of college
accreditation. Though the overall growth rate of university freshmen since 1995 has subsequently declined, the relative share
of the target universities is still steadily growing. Our analysis of data from a 1999 national survey of freshmen in all
six universities reveals that students of the target universities still tend to originate from lower status groups and ethnic
minorities regardless of academic ability. Furthermore, their general study motivations, particular study considerations,
and institutional choice orientations are more practical and vocationally oriented than those of students in the elitist universities.
It therefore seems that expansion policies of university systems should not overlook their long-term consequences for the
stratification of universities and their students. 相似文献
10.
11.
Roger Patrick King 《Higher Education》2007,53(4):411-430
12.
Faculties of education and institutional strategies for knowledge mobilization: an exploratory study
The goal to enhance the impacts of academic research in the ‘real world’ resonates with progressive visions of the role of
universities in society, and finds support among policy makers who have sought to enhance the ‘transfer’, ‘translation’, ‘uptake’,
or ‘valorization’ of research knowledge in several areas of public services. This paper reports on an exploratory study of
the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing
on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several
themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number
of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational
dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant
to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the
mobilization of research knowledge to the broader education community. 相似文献
13.
This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and
towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise
as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates
the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity
is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent
clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’
as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a
monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of
pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy
that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social
and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning
environment in higher education.
相似文献
| Shane DawsonEmail: |
14.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
15.
Roger King 《Higher Education》2010,60(6):583-594
This article analyzes policy convergence and the adoption of globalizing models by higher education states, a process we describe,
following Thatcher (2007), as policy internationalization. This refers to processes found in many policy domains and which increasingly are exemplified
in tertiary education systems too. The focus is on governmental policymakers, their transnational networks, and the dilemmas
they face in responding to the increasing global diffusion of governance models, such as the new public management. The notion
of structuration is introduced to convey the inextricability of autonomy and structural constraint for decisionmakers in globally-situated
higher education states. Primary aims are to understand the forces that drive policy internationalization, not least those
associated with network power, as well as those factors that generate the basis for continuing forms of localism. It is suggested
national policy ‘divergences’ may aid the worldwide diffusion of governance models rather than necessarily act as impediments. 相似文献
16.
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
17.
Positioning higher education for the knowledge based economy 总被引：1，自引：0，他引：1
Elizabeth St. George 《Higher Education》2006,52(4):589-610
This article questions the assumption that increasing competition among higher education institutions is the best method of
achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the
importance of higher education institutions for sustainable development, particularly because of their importance to the global
knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education
institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher
education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed
is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based
on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be
the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. 相似文献
18.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
| Elisa L. ParkEmail: |
19.
Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
| Matti E. LindbergEmail: |
20.
This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with
a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities
in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead
academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment
of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics
remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the
same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics
of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure
organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge
for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices
to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies
and time. 相似文献