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1.
高职院校在实施质量管理的过程中有必要汲取六西格玛理念精髓,以实现办学水平和人才培养质量的持续改进。在探讨六西格玛管理本质及涵义的基础上,通过分析高职院校提升质量管理的核心,提出其在高职院校质量管理中的应用价值,并进一步探讨了六西格玛管理在高职院校中的运用及策略。 相似文献
2.
The internationalization of Canadian university research: a global higher education matrix analysis of multi-level governance 总被引：2，自引：0，他引：2
To date, much of the research on internationalization and globalization of higher education has focused on the institution
or higher education system as the unit of analysis. Institution based studies have focused on the analysis of institutional
practices and policies designed to further internationalization. System-level studies focus on state policy initiatives or
approaches. In this paper we explore the inter-relationships among multiple levels of authority within a higher education
system through an analysis of research policies and activities related to internationalization. While we are interested in
the internationalization of university research, our primary objective is to explore the relationships between policy initiatives
and approaches at different levels. Using the “Global Higher Education Matrix” as a framework, we discuss the policy emphasis
on the internationalization of research at the federal, provincial (Ontario), and institutional levels of authority, as well
as the international research activities associated with two large professional schools operating at the understructure level.
By focusing on the inter-relationships among initiatives at different levels of authority, this study explores the complexity
of policy perspectives within the internationalization of research in the context of multi-level governance. 相似文献
3.
4.
Organisational climate and strategic change in higher education: Organisational insecurity 总被引：3，自引：0，他引：3
D.K. Allen 《Higher Education》2003,46(1):61-92
This research introduces the concept oforganisational climate and contributes to anunderstanding of the recursive relationshipbetween organisational climate and strategicchange initiatives. In the 1990s there wasrecognition that higher education worldwide wasmoving through a period of rapid change.Alterations in the external environment wereput forward as rationales for universities toreconsider the way they organised from theirtraditional governance and managementstructures through to the way in which theyperformed their primary activities of research,teaching and learning. A common approach tothis adaptation or change has been through anincreased emphasis upon strategic planning.This was accompanied by discourses rooted intechnological determinism and the unquestioningbelief in the rightness of a particular brandof corporate management. This research focusedon one such approach to strategic change: thedevelopment of information strategies in 12 UKHigher Education Institutions. Using a groundedapproach to theory generation, it highlightsthe influence of different styles of managementon organisational climate. The paper discussesthe antecedents and influence of one of thedimensions of organisational climateidentified: insecurity/security. Itestablishes that that climates of insecurity(or security) can exist within an HEI and canbe shared on an organisational level, or can berooted in sub-cultures. Six issues wereidentified which affected the climate ofinsecurity or security within the differentHEIs. These issues related to perceptions ofchange management and its frequency,predictability, openness, degree ofparticipation, discontinuous or incrementalnature of change, and whether or not decisionsare implemented by use of persuasive power orcoercive power. The paper goes on to discussthe multi-dimensional nature of insecurity. Itnotes that `managerial' approaches are morelikely to create highly insecure environmentswhich reinforce a vicious circle: staff beingde-motivated, cautious, less willing to takerisks or exercise discretion and are morelikely to resist change. In contrast, inenvironments where a more `collegial' approachhad been used, a virtuous cycle was created,whereby there was a willingness to be open andshare information, there was a greater degreeof cognitive conflict, and more positiveinterpersonal relationships. These factorshelped create consensus, the widespreadunderstanding of decisions (acceptance of theirlegitimacy) and commitment to both thestrategic decisions and the university. Thepaper concludes by arguing that a moresophisticated approach to strategic planningand change should be utilised reflecting theneed to view the HEI as a symbioticcommunity. 相似文献
5.
Innovation and reform are crucial to progress, but higher education institutions are by nature highly resistant to change.
This article describes long-term strategic incrementalism, an approach to change advocated by L. Cuban, How scholars trumped
teachers: Change without reform in university curriculum, teaching, and research, 1890–1990, Teachers College Press, New York,
NY, 1999, and proposes a model based on this approach as a proven way of successfully carrying out change within higher education.
The approach and model are illustrated through two cases involving reforms—one at the department level and another at the
institutional level.
Norman Evans (Ed.D., University of Southern California) is a member of the Linguistics and English Language Department at Brigham Young
University. He is the former chair of the English Language Teaching and Learning Department at Brigham Young University Hawaii.
Lynn Henrichsen (Ed.D., University of Hawaii) is a member of the Linguistics and English Language Department at Brigham Young University.
He is the former chair of that department. 相似文献
6.
MURALI KRISHNAMURTHI 《Assessment & Evaluation in Higher Education》2003,28(3):263-277
As educational institutions engage in promoting multiculturalism on campuses, it becomes essential to assess the quality and success of those initiatives. In this paper, the plan being implemented at Northern Illinois University to assess multicultural initiatives is described. The plan is to ensure that faculty, staff, and students participate and benefit from multicultural curricular and related program, courses and curricula continue to be multiculturally transformed, multicultural curricular transformation and support program needs are being met, students obtain and demonstrate the necessary multicultural competencies, and the campus is supportive of multicultural initiatives at all levels of the university. The paper describes the range of multicultural initiatives pursued in higher education institutions and the considerations necessary in assessing such initiatives. The plan described in this paper makes use of existing assessment mechanisms and as well as a few new ones designed and implemented in several phases. The results and findings from the assessment along with recommendations for improving the initiatives are discussed in this paper. The paper concludes with a discussion on the real challenges of the plan and issues to consider when assessing multicultural initiatives in a higher education institution. 相似文献
7.
Previous research highlights that personal factors are more important than contextual factors in explaining teachers’ behaviours in relation to learning participation. The present study explores the relationship between two personal factors (dispositional resistance to change and teachers’ attitude towards continuing education) and the moderating role of conscientiousness on this relationship. The data have been gathered from 142 teachers from the field of special and public education, using three questionnaires: Revised Adult Attitudes Towards Continuing Education Scale, Resistance to Change Scale and IPIP-50. The main results show that, firstly, conscientiousness has a moderating role on the relationship between dispositional resistance to change and enjoyment of learning, and secondly, teachers in special education consider their continuing education as being more important than teachers in the regular system. Knowing this, we can predict and increase teachers’ participation in continuing education and can improve training design. 相似文献
8.
Cormac McGrath 《International Journal for Academic Development》2020,25(2):94-106
ABSTRACT This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders’ strategies when trying to bring about change, illustrate the different and at times incompatible ways of understanding change initiatives, acknowledge the importance of moral dimensions in change, and demonstrate how leaders mobilise theory when engaging in change practice. The article synthesizes the results of the project and draws conclusions with a view to how academic developers may best engage with critical stakeholders in higher education institutions. The paper concludes by presenting some thoughts on how a new model for academic development may take form. The paper aims to provide insights, inspiration, and critical dialogue to researchers in academic development. 相似文献
9.
This paper contends that one key reason for the lack of adoption of comprehensive change models based in higher education (HE) teaching and learning is that they lack a strong theoretical underpinning, thus potentially impeding their effectiveness in dealing with the complexities of human and organisational behaviour. Change theories that articulate the specific roles and influences of context, time and key actors in the change process are interrogated to highlight barriers to sustainable change in HE. A new theoretical framework for sustainable change is proposed that integrates these change theories in the context of HE professional disciplines. The findings provide several recommendations for university management in implementing change models including the provision of reciprocal feedback loops, enhanced learning for staff and students through scaffolding, developing workplace and professional networks, and implementing study and work unit flexibility. 相似文献
10.
The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff development initiatives one must consider what works for whom and under what conditions. We need to understand which influencing variables actually lead to which effects. Furthermore, we have to gain insight into moderators in the relationship between influencing variables and transfer of learning.With this interdisciplinary review we combine the findings of management, Human Resource Development (HRD), and organisational psychological research with educational research. We attempt to generate guidelines for further research to improve staff development by revealing gaps in earlier research on impact of staff development. 相似文献
11.
This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and staff at the institution. The paper begins by identifying common themes which point towards principles and strategies for educational change though a brief review of three concepts that are central to the initiative: ‘action research’, the ‘learning environment’ and ‘change management’. The account of the SLEI focuses on some of the processes of change management that were deployed and the subsequent discussion draws on the theoretical review to reflect critically on possible lessons for the promotion and management of localised change in higher education. 相似文献
12.
中国高等教育管理制度的历史变迁演绎着自身的逻辑,也面临着诸多的现实困境,其核心是如何破解大学与政府、社会的关系问题。借用生态学的概念,通过对中国高等教育管理制度流变的文化生态环境分析,审视制度变迁的历史文化土壤,以期对其现实形态及变革困境做出解析,并给高等教育管理改革方向以启示。 相似文献
13.
《Educational Philosophy and Theory》2013,45(1):118-129
How might we usefully apply concepts and procedures derived from the study of other complex dynamical systems to analyzing systemic change in education? In this article we begin to define possible agendas for research toward developing systematic frameworks and shared terminology for such a project. We illustrate the plausibility of defining such frameworks and raise the question of the relation between such frameworks and the crucial task of aggregating data across ‘systemic experiments’, such as those conducted under the Urban Systemic Initiative sponsored by the US National Science Foundation. Our discussion includes a review of key issues identified by groups of researchers regarding (1) Defining the System, (2) Structural Analysis, (3) Relationships Among Subsystems and Levels, (4) Drivers for Change, and (5) Modeling Methods. 相似文献
14.
Lars Ulriksen Lene Møller Madsen Henriette T. Holmegaard 《Studies in Science Education》2013,49(2):209-244
In this paper we provide an overview of the literature on understandings of drop out/opt out from science, technology and mathematics (STM) higher education programmes. After outlining the literature on students leaving higher education programmes in general, we then explore the research on drop out/opt out from STM programmes in particular, with an emphasis on research since 2000. We show that most of the research focuses on overcoming deficits in students' prior knowledge, but that a more specific focus on identities as an analytical framework for understanding young people leaving STM higher education programmes is also emerging. We show that it is important to shift from considering drop out as an individual problem for the student to regard it as a feature of the relationship between students and their study programmes. In the same way, measures to increase retention rates must shift from focusing on individual student adaptation to studies addressing institutional change. However, this change is difficult since it is entwined with fundamental conceptions of science and teaching. 相似文献
15.
Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change. 相似文献
16.
David Rousell Amy Cutter-Mackenzie Jasmyne Foster 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):654-669
Over the last 3 years, the Climate Change and Me project has mapped children and young people's affective, creative, and ontological relationships with climate change through an emergent and child-framed research methodology. The project has involved working with 135 children and young people from across Northern NSW, Australia, as coresearchers responding to the rapidly changing material conditions of the Anthropocene epoch. In this article, we position speculative fiction as a mode of creative research that enabled the young researchers to inhabit possible climate change futures. This node of the Climate Change and Me research was initiated by coauthor Jasmyne, who at the time was a year 7 student at a local high school. Through an ongoing series of visual and textual posts on the project web site, Jasmyne created an alternate world in which children develop mutant forces and bodily augmentations that enable them to resist social and environmental injustices. Drawing on these visual and textual entries in dialogue with Deleuze and Guattari's geophilosophy, we consider ways that speculative fiction might offer new conceptual tools for a viral strain of climate change education that proliferates through aesthetic modes of expression. 相似文献
17.
Bj?rn Stensaker Peter Maassen Monika Borgan Mette Oftebro Berit Karseth 《Higher Education》2007,54(3):417-433
In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning
purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in
five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation
of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic
resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts
to link ICT initiatives to organisational development issues and to human resource management have not been very successful.
In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked
if ICT is to play a more effective role in teaching and learning in Norwegian higher education. 相似文献
18.
ABSTRACT Historically, American institutions of higher learning have embraced community service as a necessary component of students' learning experiences. Recent initiatives through the Corporation for National and Community Service emphasize the idea that civic responsibility is an important element of an adequate education at all levels of learning. In this article we discuss the feasibility of integrating a graduate gerontology program and a Foster Grandparent Program. The integration is designed in such a way that, beyond sustaining the Foster Grandparent Program and introducing students to practical field experiences, greater community needs can be met. Ideally, positive outcomes will be achieved through such a collaborative effort, and will affect change at the individual, community, policy, and social structural levels. 相似文献
19.
Mike Wallace 《Journal of Educational Change》2004,5(1):57-78
This paper considers how complex educationalchange may be managed through the `metatask' oforchestration, narrowly distributed amongsenior formal leaders within and betweendifferent administrative levels of large publiceducation systems. Orchestration impliessteering the change process by organising andmaintaining oversight of an intricate array ofcoordinated tasks. It is the over-arching`complex change management theme' of ahierarchically ordered typology derivedinductively from a national study ofdistrict-wide initiatives to close or mergeschools so as to reduce spare student capacityand improve the quality of educationalprovision. The paper explores patterns revealedby this research relating to orchestration. Theresearch design and methods are outlined. Therelationship is clarified between the conceptsof orchestration, leadership and management. Ananalytical model is built-up for analysingcomplex educational change along threedimensions: change management themes, headed byorchestration; characteristics of thecomplexity of the change with managementimplications; and stages of the change process.The constituents of each dimension in turn aredescribed, briefly illustrated throughreference to reorganisation, and linked withorchestration. Characteristics of complexitydictated the response of orchestration and thesubordinate complex change management themesacross the different stages of the changeprocess. The analytical model is offered as aconceptual framework for future research thatwould test its wider applicability and as apractical planning tool. The importance isunderlined of developing generic yetcontext-sensitive practical guidance thatreflects the degree of complexity faced byorchestrators charged with managingcontemporary educational change. 相似文献
20.
This article argues that although there are increasing similarities in priorities across different national education systems, contextual differences raise questions about the replication of sets of change strategies based on particular understandings of the nature of educational change across these different systems. This article begins with an overview of some of the dominant constructions of the management of change in the literature, particularly from Western economically developed democracies. It then outlines the Pakistani educational system to highlight some of the issues raised by the application of these change policies and models to a developing country. This article draws from a research study which explored the views and experiences of school leaders and teachers with regard to the management of a large-scale reform programme at the higher secondary level in Pakistan. The findings of this study illustrate the way in which there is a dissonance between the culture and practices of a specific national educational system and the assumptions embedded in the sets of reform strategies that have been imported from other systems. This article concludes by exploring how change management processes can be reconceptualised in order to be sensitive to the context of education in a developing country. 相似文献