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国家重点实验室评估是科技部全面检验和督促实验室建设和运行的重要手段,在保证实验室正常良好运行、快速健康发展中发挥至关重要的作用。为全面深入理解国家重点实验室评估,根据国家重点实验室评估规则,结合2011年3月作物生物学国家重点实验室评估情况,全面分析了国家重点实验室评估对实验室建设和运行的督促和指导作用,指出了在确立实验室定位、加强人才团队建设、加强科研交流与合作、制度建设和条件建设等方面的促进作用,详细阐述了实验室在凝练研究方向、完善运行管理机制、加强人才团队建设、扩大对外开放交流、加大支持力度等方面的措施及意义。国家重点实验室评估为实验室的建设指出了问题、指明了发展方向。 相似文献
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绩效评估是江苏省重点实验室管理的重要环节之一,评估工作对江苏省重点实验室起到了以评促建、以评促发展的作用。对江苏省重点实验室的评估规则和指标体系进行分析,结合参评实践,针对评估工作中存在的各类实际问题展开讨论,并有针对性地提出了完善评估指标体系、优化评估程序、简化评估材料等改进措施,对进一步提高江苏省重点实验室的管理水平有借鉴意义。 相似文献
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适应高等教育改革 开展专业实验室评估 总被引：4，自引：1，他引：3
从适应高等教育管理体制改革的角度,结合该校开展专业实验室评估的实际工作,阐述了开展专业实验室评估的迫切性。同时,对实验室评估的作用和发现的问题作了剖析。 相似文献
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专业实验室评估的实施与体会 总被引：1，自引：1，他引：0
在基础课教学实验室评估的基础上,该校组织专业实验室评估,使全校实验室实现了规范化管理。本文根据该校专业实验室评估情况,就以评估为契机,以评促建,切实加强实验室建设,提高实验教学水平等问题,阐述了该校的具体做法、收效与体会。 相似文献
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实验室评估后,要考虑如何巩固评估成果的问题。如果对实验室评估的目的和意义认识不足．评估后就会出现倒退现象。防止评估之后出现倒退现象的有效办法,是在实验室管理工作中,引入长效管理机制。 相似文献
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为了落实《高等学校实验室工作规程》的有关规定,加速高等学校实验室的建设与管理,国家教委对高校实验室开展了评估工作。此项工作在其它省份和部属院校基本结束,取得了不小的成绩,由于种种原因、我省的实验室评估工作并没有普遍展开。因此,现将评估的重要性和评估工作对实验室的作用予以阐述。 相似文献
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加强制度建设,巩固和发展实验室评估成果 总被引：1，自引：0，他引：1
评估合格的实验室如何巩固和发展评估成果,保持实验室建设的连续性,是评估后必须解决的问题。本文论述了在实验室建设和管理中加强制度建设的重要性,介绍了我校在“双基”实验室评估后加强实验室制度建设的一些作法、体会和设想,强调了制度的完善、创新和执行。 相似文献
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高校土地置换中的产权与外部性问题分析 总被引：1，自引：0，他引：1
高校的土地置换不是一个简单的位移问题。高校产权的认可和归属关系到对高校土地置换中产权主体和交易主体的确定;高校的位移导致代表高校历史和文化的无形资产的流失;高校土地置换中的外部效应即城市文化空心化和高校发展边缘化,是影响土地置换方案合理性评价的重要因素。 相似文献
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A self‐assessment model was developed for the Portuguese higher education institutions (HEIs) which was based on an empirical study aiming at better understanding their strategic and quality management and innovation practices and tools and on the study of several quality assessment models developed both for HEIs and business organisations. From the results obtained it was possible to conclude that the model can be successfully applied to HEIs as a self‐assessment tool to support their continuous quality improvement efforts. 相似文献
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Daniel Kassahun 《Assessment & Evaluation in Higher Education》2008,33(1):33-44
Cumulative Grade Point Average (CGPA) is a measure that is used to display the achievement of college students in Ethiopia. It also serves as a key yardstick in career and scholarship assessment. In recent time there has been a rapid massification of higher educational institutions (HEIs). Many academics believe that the expansion has increased a tendency for grade inflation in Ethiopia. As an objective comparison of the quality of graduates from different HEIs is not easy, this study has attempted to discern the CGPA differentials across sample HEIs in Ethiopia and to derive a new standardization technique for their comparison. The study identifies different grading patterns, not only across college categories but also along various batches of HEIs. To generate the standardization technique, both CGPA and the ESLCE (Ethiopian School Leaving Certificate Examination) are employed to derive the Normalized Index. The index is used to adjust not only the inflated but also the deflated CGPAs. The quality of the index could be further improved by incorporating additional variables and also by validating the method over a large set of HEIs. 相似文献
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Ghada Barsoum 《Africa Education Review》2017,14(1):193-211
Building on a mixed method research approach, this article reports on an analysis of the difference between public and private higher education institutions (HEIs) in Egypt in terms of teaching methods, quality assessment approaches and alumni engagement. An analysis of the survey data compared the experiences of 1 713 graduates of both private and public HEIs. Qualitative case study data seeks to explain the noted differences and similarities. The analysis showed that both types of institutions fall short of providing student-activating teaching methods; engaging students in quality assessment; or supporting graduates through job placement services. The analysis related the similarity between the two types of institutions to the state governance approach and its focus on education inputs, recommending a shift to an accountability regime that is focused on education outcomes and performance. 相似文献
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“高校去行政化”命题之反思 总被引：1，自引：0，他引：1
"高校行政化"是指高等学校与行政机关在体制构成和运作方面有着基本相同的属性,高校按照行政体制的结构和运作模式来建构和运行。当前,高校行政化具体表现为高校"等级设置的行政化"、"机构设置的行政化"、"管理和运行的行政化"等方面,由此引发高校办学、人才培养等一系列问题。破除高校行政化是建设中国特色的现代大学制度的必然选择,为此,应通过改进校长遴选方式、实行扁平化管理等多渠道改革,努力构建良好的大学学术生态环境。 相似文献
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阎凤桥 《大学.研究与评价》2008,(5):20-26
本研究结果表明:民办普通高等学校区域分布及其时间变化受GDP及其变化的显著影响;独立学院区域分布受公立普通高等学校数的显著影响;民办高等学校区域分布及其时间变化同时受GDP和公立普通高等学校数及其变化的显著影响。以市为单位进行分析发现,以省为单位的分析结果会低估公立普通高等学校对于民办普通高等学校的积极影响。 相似文献
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我国民办高等学校区域分布、时间变化及其影响因素分析 总被引：2，自引：0，他引：2
民办高等学校数是衡量我国民办高等教育发展状况的一个重要指标。以往的研究证明,经济发展和公立高等教育发展是影响民办高等教育发展的两个重要因素。本文建立了以民办高等学校数为因变量,以GDP和公立普通高等学校数为自变量的回归模型,并利用我国31个省、自治区和直辖市2002年、2005年和2006年的有关数据,对回归模型进行了统计分析,结果表明民办普通高等学校区域分布及其时间变化受GDP及其变化的显著影响;独立学院区域分布受公立普通高等学校数的显著影响;民办高等学校区域分布及其时间变化同时受GDP和公立普通高等学校数及其变化的显著影响。以市为单位进行的分析发现,以省为单位的分析结果会低估公立普通高等学校对于民办普通高等学校的积极影响。 相似文献
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National mechanisms for comparing the research profiles of higher education institutions (HEIs) have become increasingly common.
Probably the best known of these is the Research Assessment Exercise (RAE) conducted in the United Kingdom, and used as the
basis for the allocation of research funding. Such exercises are expensive. They would have additional value if the data could
be used by HEIs to inform the development of their research strategies. In this paper we use publicly available RAE outcome
data to demonstrate this potential. We contrast the two units’ research profiles with other units of assessment within the
HEI, with other like-units nationally, and finally we examine the relative performance of all the HEI’s units of assessment
against their national counter-parts. Finally we discuss the kinds of insights these data may offer in the development of
research strategy at the level of the institution, and at the level of the School or Department. 相似文献
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高等学校职能判断标准初探 总被引：1，自引：0，他引：1
高等学校的社会职能,是高等教育与社会发展关系的一个基本问题。高等学校的职能具有历史性。科学技术的进步,经济社会的发展,必然要求高等教育与之相适应,因此,高校新的职能迟早会出现。高等教育史证明,哪个国家及早对高校的新职能做出判断并付诸实践,哪个国家的高等教育就会有历史性的突破和质的改变。对现有高校职能的审视告诉我们,客观性、目的性、社会需要性,以及以一种思想为先导和经常性的学校活动,是判断高校职能的标准。 相似文献
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The UK's Research Excellence Framework (REF) is a system that is intended to evaluate the quality of the research produced by higher education institutes (HEIs) in the UK in three areas: quality of research outputs; impact of this research beyond academia; and research environment. For the next REF, the funding bodies have reviewed the importance of the three assessment elements and decided to increase the weight of ‘impact’ to 25% (from 20% in REF2014) and decrease the weight of ‘outputs’ to 60% (from 65% in REF2014). This article first examines the relevance of some factors for the quality of impact submissions in REF2014 and finds that larger submissions and institutes with higher external research income received better impact scores in the REF. The article then examines the units of assessment (UoAs) and HEIs that benefitted from the inclusion of the impact agenda as part of REF2014 by examining the distribution of the quality-related research (QR) funding in the 2017–2018 period and finds that the QR funding gap among different UoAs tends to decrease but the gap among HEIs in most of the UoAs increased. With the increased importance of the impact agenda as a criterion for funding bodies, it is expected that research income will be concentrated in fewer universities in the future, with the increased importance of non-academic impact. This article also discusses some of the gaming strategies and long-term investment priorities that HEIs may engage in based on the new submission rules of the next REF. 相似文献