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1.
This article investigates the changing state–university relations in Japan and Malaysia. Its main objective is to identify and examine possible lessons for Malaysia, based on the Japanese experience. Notably, since the late 1970s, Malaysia has been looking towards Japan as a model for socio‐economic development (the ‘look‐east’ Policy) and this article was written with the same underlying thrust. Of particular interest in this article is the Japanese experience with the Incorporation of National Universities in 2004. Malaysia has corporatised all state‐controlled universities since 1998 but has stopped short of implementing the kind of institutional autonomy, which resulted in precarious state–university relations in Japan. Based on the situation in Japan with regard to incorporation of national universities, what steps should Malaysia take in order to develop a higher education system and higher education institutions that are comparable to that of matured higher education systems? 相似文献
2.
Traditionally, and from a Humboltian perspective, research was conceived as an important part of the tripartite mission of universities, with teaching and services to the community being the other two. The traditional idea of universities as cultural and social institutions is increasingly being replaced by another: the entrepreneurial, capitalist or, even, industrial university. In the new university, research also changes in line with the economic instrumentality of higher education. In this article, we shall analyse if these new ideas were institutionalised in Portuguese public universities. To do this, we analyse the way in which research is signified in communication processes by analysing the content of universities' websites. In the main webpages, the dominant implicit social meaning of research seems to be a traditional one. However, a more specific analysis reveals the presence of entrepreneurial elements. In Portuguese public universities, creating and commercialising intellectual property could be an institutional objective, but it was not used in the web communication as such. One could say that, despite the New Public Management influences on universities, the idea of research as an entrepreneurial issue was not yet completely institutionalised and, consequently, communication tools such as websites showed hybrid meanings of research. 相似文献
3.
Financial pressures, restrictions on full‐time participation and the public commitment to access and lifelong learning, suggest that part‐time provision may be increasingly important in undergraduate‐level higher education. However the scale and organisation of part‐time provision varies across institutions, and its future development may depend on decisions taken at institutional level. This paper describes Scottish institutions’ policies for part‐time provision of first degrees and Higher National Certificates and Diplomas (HNCs and HNDs). It is based on interviews with senior managers in all 23 Scottish higher education institutions (HEIs), and in 11 further education (FE) colleges. Most institutions planned to expand part‐time provision. New (post‐1992) universities were the most committed to expansion; non‐university HEIs and some old universities were the least committed. Policies for expanding part‐time provision were often part of a broader strategy for flexibility. The research revealed two contrasting models of flexibility: many universities pursued flexible integration, bringing full‐ and part‐time study into a common web of provision, whereas FE colleges typically pursued flexible differentiation, maintaining the distinctions between (and within) the modes. Institutional polices were influenced by four sets of factors: institutional mission, other institution‐specific factors, government policy and funding, and demand; funding arrangements and demand were seen as the main drivers. Finally, we question whether the greater formal autonomy of institutions led in practice to more independent decision‐making, and whether the trends anticipated by our interviewees are in fact well entrenched. 相似文献
4.
UlrichUlrich Teichler 《Higher Education in Europe》1994,19(4):51-59
The article begins with an overview of the history of the importance given by European systems of higher education to the twin questions of the proper structures of higher education and the link between higher education and employment. From the mid‐1950's to the present, the debates on the two questions have sometimes been closely linked and sometimes barely linked at all. The point is that the link between increased employment and higher education is very complex and that signals are unclear. There is no proof, for instance, that over the long‐term, graduates of non‐university higher education institutions will be better protected against unemployment than graduates of traditional universities, particularly those from non‐traditional and diversified programmes within these universities. Still a non‐hierarchical diversity of institutions and programmes seems best suited to the long‐term employment prospects of students. Also, information sources on higher education and employment must be made more accurate and more comprehensive. 相似文献
5.
Governance is a means for realising institutional goals and in an ideal world should enable the institution to respond to the demands of the political environment by regulating its internal affairs accordingly. In the case of universities, not only is that environment increasingly differentiated but so also is the ability of universities to access it. Changes in state funding arrangements, accountability mechanisms, the contribution of the private sector, and the public definition of university education have placed numerous and varied pressures on institutions. Yet there is a studied reluctance by institutions to accept that their ability to respond to these pressures is equally variable, that they should tailor their ambitions to their capacities, and that their internal governance should be adapted using the principle of fitness for purpose. In the main, this is because the dominant ideological themes of higher education do not support the idea of distinct university functions of equal status. Rather, they encourage the erroneous belief that all universities are homogeneous in their functions – or, at least, that all have the potential to be homogeneous. 相似文献
6.
Billroy Powell 《高等教育研究与发展》2008,27(4):385-397
This paper reports the findings of a study conducted on stakeholders’ perception of who influences the decision‐making processes in Ontario’s public postsecondary education institutions. The study identified and interviewed representatives of those stakeholder groups that are frequently written about as the main forces behind decision making in colleges and universities. This is a qualitative research study in which four institutions were selected for case studies. The findings suggest that administrations are the most influential, and faculty unions/associations are the least influential in Ontario’s (Canada’s second largest and most populated province) public colleges and universities. It is concluded that those in central positions with access to information from all levels, and who are in close proximity to the gatekeepers of the institutions, will dominate the decision‐making processes in postsecondary education institutions. They will be the generators and harvesters of ideas and implementers of decisions. 相似文献
7.
Andrés Bernasconi 《Higher Education》2006,52(2):303-342
The expansion of private sectors of higher education has usually been regarded as a factor of diversification in higher education
systems. Some of this differentiation has been found to arise from the affiliation of private institutions with organizations
outside the field of higher education. This article reports the results of a study of this form of interorganizational relationship
in private universities in Chile. Cases include universities founded or sponsored by religious, business and military organizations.
A typology of private universities is proposed, on the basis of the forms affiliation (or its absence), was observed to take
in the cases examined. Weak and strong forms of affiliation are described, and affiliated universities are compared to “proprietary”
universities, i.e., those owned by individuals who govern them from their positions in the board of directors, and “independent”
universities, in which governance lies with internal – academic or administrative – constituents. Albeit derived from the
case of Chile, the typology could be applied to the analysis of private higher education in other national systems. The second
part of the article seeks to ascertain whether affiliation operates as a source of differentiation in Chilean private higher
education. Results show that, compared to the other types of private universities, the affiliated ones possess distinctive
mission statements and declarations of principles, consistent with the orientations of their sponsor institutions, they tend
to be smaller, and to have more full-time and better qualified faculty. Some receive financial support from their sponsor
organization or its members. Distinctiveness was not found in indicators of prestige and student selectivity, nor in tuition
levels, program offerings, curriculum design, the weight of research and graduate programs in their functions, student socioeconomic
profile, and faculty involvement in governance. This is not to say that there are no differences in these dimensions among
private universities: much diversity exists, but most of it cuts across all categories of interest for our study. Overall,
affiliation does not appear to be a strong factor behind the diversification that exists in the Chilean private university
sector. 相似文献
8.
以1994年废除种族隔离政策为分水岭,南非的高等学校分类体系经历了由分化到整合的治理逻辑变迁。1994年之前,南非政府以学生人种、教育属性、语言文化等为维度,将全国高等学校强行区隔,多轨运作,分而治之。1994年之后,南非新政府开始调整高等学校分类体系,以高校学术职能为中心,整合教育资源,致力于促进普通教育与职业教育的融汇贯通。南非的高等学校分类变迁史表明,高校分类必须尊重教育自身的发展规律,坚持政府在高等教育发展中的主导地位,同时保持不同类型高校的特色化、差异化发展。 相似文献
9.
Maru&#x;a Hauptman Komotar 《European Journal of Education》2019,54(2):299-310
Global university rankings are a worldwide trend that emerged in times of the globalisation and internationalisation of higher education. Universities worldwide are now striving to become “world‐class” institutions and are constantly aiming to improve their ranking position. Global rankings of universities are thus perceived by many as an ultimate tool for assessing the level of internationalisation at individual higher education institutions. This article first discusses the meaning of and relationship between the globalisation and internationalisation of higher education, as their influence on the emergence of global rankings is undeniable. It then outlines the methodological designs of four main global university rankings which serve as key prerequisites for the subsequent analyses of both the international(‐isation) indicators that these rankings include and of the international ranking initiatives that focus exclusively on the international outlook of higher education institutions. In the concluding discussion, the article reveals that, due to the predominantly quantitative orientation of global university rankings (on the internationalisation of higher education), their results should not be generalised or understood as a means to improve the quality of (internationalisation of) higher education. 相似文献
10.
借鉴新制度主义理论，本文对美国大学教师评聘的“共识性”标准及其评价实践中的标准分化现象进行解释。研究发现，专业协会通过制定和传播被学术界广泛认可的学术理念和规则，促进了机构的规范性趋同。经费紧缩、问责强化以及大学排名的兴起使得研究导向的评价标准得到广泛应用，进而引发了机构的模仿性趋同。与此同时，历史传统、办学使命和发展目标的差异使得不同类型的大学通过对评价标准进行优先排序以及对具体指标进行差异化赋权，分别形成了各具特色、重点突出的评价标准体系。趋同与分化，构成美国大学教师评聘标准的“一体两面”。借鉴美国大学的经验，我国在深化高校教师分类评价改革的进程中，应进一步扩大和落实高校人事自主权，鼓励不同类型和层次的高校结合实际校情与本校特色，制定更加多元化与精细化的教师评聘标准体系。 相似文献
11.
Irakli Gvaramadze 《Higher Education Quarterly》2010,64(2):118-132
Changes in the former Soviet system had a dramatic influence on higher education in Georgia. The main objective of the current article is to analyse implications of the post‐Soviet transition for the skill formation and skill utilisation system in Georgia. In particular, the study analyses recent trends in Georgian higher education including privatisation and economic liberalisation. The discussion builds upon theories of transition and relevance of skill formation theories to the post‐Soviet transition. The article argues that increasing competition among public universities and newly emerged private universities has not improved the quality of higher education provision. On the contrary, it has contributed to an imbalance between the labour market's demand for skills and awarded qualifications, a mismatch and irrelevance of skills and high unemployment rates among university graduates. The article demonstrates that economic approaches in the transition context could not explain the complex logic between the skill formation and skill utilisation mechanisms. It further concludes that the discrepancies between the skill formation and skill utilisation systems had a negative impact upon skill modernisation in Georgia. 相似文献
12.
英德美加等国远程高等教育取得了举世瞩目的成就,具有教育本土化、视野国际化、办
学合作化、目标对象化、招生开放化、教学信息化、媒体现代化、程序规范化、管理系统化、监督科学
化等特征。为了保障我国远程高等教育的健康发展,必须构建良好的外部支持系统、打造健康的内
部管理机制,尤其将中华民族优秀的传统文化作为远程高等教育发展的内在动力源泉,逐步形成以
国家开放大学为主导、地方开放大学为主体、普通高校为有益补充的远程高等教育运行质态,从而
推动全民学习、终身学习进程。 相似文献
13.
Ane Turner Johnson 《Prospects》2013,43(3):329-345
In 2007, Kenya erupted into violence as a result of heavily contested elections. Because identity divisions lay at the heart of the conflict, the nation’s public universities were deeply impacted, at times pitting students, faculty, and staff against one another, and disrupting the ability of Kenyan higher education to contribute to the development process. This qualitative case study explores how faculty and administrators, at two public institutions in a conflict zone, understand and describe their university’s contributions to development. Analyzed through the lens of conflict transformation, the data reveal that the universities changed internal policies and practices to accommodate constituents impacted by the conflict and to cut across conflict lines, and that participants shifted in their thinking about the institution’s internal and external relationships and purposes. The article has two aims. It offers preliminary heuristics for peacebuilding as a university process, providing a framework of practices and policies that engage university constituencies and may transform conflict. It also shows how conflict changed participants’ perspectives about the relationships between themselves, higher education, and development in their country. Further, this article explores a connection between participant beliefs about peacebuilding and development in Kenya. 相似文献
14.
Organizational actorhood is a term that has gained prominence in literature about higher education as a way to describe some of the key global change processes with emphasis on organizational accountability, formalization of structure, focus on goal definition and managerialism. At the same time, there is less knowledge about how organizational actorhood is constructed in professional higher education institutions. Based on over 100 interviews and document studies of two case institutions, this article argues that professional higher education institutions show many characteristics of aiming to construct organizational actorhood, while their understanding of accountability is broader than would be in traditional comprehensive universities. 相似文献
15.
Bjørn Stensaker Nicoline Frølich Åse Gornitzka Peter Maassen 《Globalisation, Societies & Education》2008,6(1):1-11
The article discusses the impact of the growing emphasis on internationalisation on higher education institutions. Based on case studies of 12 Scandinavian universities and colleges, it is shown how issues related to internationalisation trigger processes of trying to enhance the institutional capacity for strategic decision‐making and institutional integration through processes of formalisation, centralisation and professionalisation. Based on the institutional history and tradition, strategic ability and institutional characteristics, the outcomes of this process still show a considerably degree of variation in the motives and institutional adaptation to internationalisation. In the conclusion, it is argued that future policy‐making in the field of internationalisation should pay attention to the diverse needs of higher education, and develop policies that allow more flexibility and autonomy at the institutional level. 相似文献
16.
David Mahony 《高等教育研究与发展》1995,14(1):87-105
This article reports upon the results of a survey of academics in ten post‐binary institutions, with respect to the impact of systemic restructuring upon them. Specifically, it is concerned with respondents’ perceptions of the effects of amalgamation/redesignation, the values of the post‐binary universities and the nature of the Unified National System. The study's findings reflect higher education institutions undergoing profound and discomfiting consolidation. Mergers, with some notable exceptions, seem to have been more difficult in the incorporated than the redesignated universities. Although binary backgrounds and subsequent placement in a redesignated or incorporated institution, have had a strong influence upon respondents, there is also notable agreement amongst them in relation to the values of the post‐binary institutions, the nature of the Unified National System and the increasing privatisation of the universities. While official expectations were for a more diverse higher education system, influenced by the legacies of the former CAE system, and those of the former binary universities, the college legacy is not perceived to be notably significant in the new order. The absorption of the former binary system, into a unitary system of universities, has been difficult, and the values of the new higher education institutions are regarded as being neither highly adaptive nor pluralistic. 相似文献
17.
Recent changes in European higher education have accompanied a strong desire and need by national ministries to have comparable data across institutions and a growing recognition from campus leaders that effective planning and decision-making requires reliable institutional data and analyses. This has induced changes and restructuring of duties and roles of administration, administrative staff and academic staff. In North America, internal institutional data analysis is often referred to as institutional research. We examine the roles and functions of institutional research within North America and how the changes within European higher education have created a purpose for institutional research. Specifically, we explore the topical areas of institutional assessment, data management, institutional governance, as well asthe changing identity of academic professionals within European universities. Within our examination, we explore in-depth one European country’s higher education system to demonstrate how history, culture and legislative changes manifest into a need for institutional research. 相似文献
18.
In the last years, the increasing pressure over higher education institutions to promote alternative non‐state funding sources has lead to an increasing importance given to research and, more specifically to applied research. The notion that women dedicate less time to research may be seen in the new context, as a prominent threat for women to reach universities top positions. In this article, which draws from an exploratory study case of two public universities in Portugal, we examine whether there are gender differences on perceptions about time dedicated to different academic activities. Findings reveal no significant gender differences in the academics' perceptions about their work. 相似文献
19.
如何在实践中处理好高校校园文化和思想政治教育的关系,充分发挥两者在高校中的育人功能,已经成为了高校和社会共同关注的问题。高校校园文化作为思想政治教育载体的作用和思想政治教育对校园文化建设的主导作用以及如何实现二者的有机结合。 相似文献
20.
遍布全球的一流大学建设项目,催生了高等教育竞争的新样态:竞争不再局限于个人和国家间,研究型大学成为主要竞争对象,呈现出“个人-团体-机构-国家-国际”多层次且以质量为中心的竞争样态;竞争采用大数据等评判工具,不再仅凭个人主观判断,愈发体现制度化、规范化;竞争标志着政府由“管理”走向“治理”执政方式的重大转变,按照市场规则配置资源的趋势更加明显;竞争影响范围广,从高等教育结构到机构内部各要素都受其影响。然而,新的竞争样态也导致了诸多问题。因此,应该进一步增强政府及高校内部治理能力,在竞争的同时,增进高等教育机构间合作,从而以“一流大学建设”项目带动高等教育系统的整体提升。 相似文献