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1.
Gerard A. Postiglione 《Higher Education》2011,62(6):789-814
This paper presents a perspective on the capacity of colleges and universities during past and present economic shocks. The
main argument is that the environment of the global recession—an Asia far more economically integrated than during past economic
shocks, with more unified aspirations to be globally competitive and socially responsible—no longer delay reforms in higher
education. In fact, the global recession has become an opportune time for higher education in Asia, specifically developing
countries in eastern (East and Southeast) Asia, to continue reforming governance and administration, access and equity, internal
and external efficiency, and regional collaboration. Economic shocks have accelerated reforms in higher education, especially
those for promoting innovation in their economies, though more is needed in improving governance and access for underserved
populations. This paper examines the cases of China, Mongolia, and Vietnam as examples of how the global recession and regional
integration are growing forces in shaping their higher education reform and development. The paper also identifies a series
of measures for increasing the resilience of higher education systems in serving poor and vulnerable populations during economic
recessions. Responses to the global economic recession by nations in eastern Asia are likely to improve the global shift in
economy and human capital. 相似文献
2.
We offer a theoretical and ecological argument for the preparation of citizens in U.S. public schools. This democratic education
draws legitimacy from the concern of the nations founders for a populace educated to govern itself. We also emphasize the
need for new democratic skills and knowledge in the face of today’s challenges, and our responsibility to prepare the young
for the 21st century. A critique of the current school reform movement is provided because of its undemocratic nature. We
issue a call for the transformation to democratic schools. We specifically argue that current efforts at reform are maintaining
historical inequities, while also depriving those that enjoy social and economic advantages of the education needed to meet
the challenges of a rapidly changing world. The democratic education proposed is based on three goals: citizenship preparation, inclusion, and an optimum learning environment. Seven well established principles of democracy and their relationship to schooling are presented. These include; the nature
of authority, inclusiveness, equal availability of the understanding required for deliberating the most serious challenges
to democracy and livability, equal access to centers of political decision-making, guaranteed inalienable rights, equality,
and universal access to an optimum learning environment. We offer a fundamentally different approach to educational reform:
calling for a reassessment of the role of public schools in a democracy that recognizes the importance of citizenship preparation,
and a “bottom up” reform model that starts in the classroom and can be implemented by individual teachers. 相似文献
3.
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
4.
This case study of Yanbian University, a Korean minority university in China, examines the challenges faced, strategies employed,
and resources mobilized by a minority university in its attempt to become a world-class university. Specifically, this case
study focuses on how the University is attempting to reach its goals within the context of the 211 Project, China’s plan to
create 100 world-class universities capable of meeting the challenges of the 21st century. The rise of the knowledge economy
has resulted in an increased link between economic prosperity and higher education. Thus, higher education reform has explicitly
tied higher education to economic development and attempted to transform economic structures by turning the labor force into
a highly skilled, technologically competent, educated work force capable of competing in a global economy. The socioeconomic
changes that have occurred as a result of globalization and China’s transition to a market economy have also created new imperatives
and challenges for higher education institutions, particularly among minority higher education institutions endeavoring to
carve out a unique place in China’s higher education landscape. 相似文献
5.
Even though most children in Bangladesh are enrolled in school, the country faces enormous challenges in ensuring that children
complete primary education, and learn an acceptable amount. Multiple providers—state, quasi-state, and non-state—have helped
to raise the initial enrolment rate and improve the gender balance. The critical question is how the multiplicity and diversity
of provision can contribute to achieving truly universal primary education with high completion rates and acceptable levels
of learning. A range of sub-questions relate to this critical question, including what is meant by multiple provision and
how a diversity of provisions can be shaped into a system that serves the goal of effective and equitable access. This article
addresses the above questions in the context of the history and educational development in Bangladesh. They are particularly
significant at present, as the government is about to implement a new national education policy and design a five-year national
development plan (2011–2015), which would have a decisive impact on progress towards achieving the EFA goal of universal primary
education by 2015. 相似文献
6.
Juan Ignacio Martínez de Morentin 《Prospects》2011,41(4):597-611
This article is an analysis of official UNESCO documents—General Conference resolutions and Executive Board decisions for
the period 1946 to 1999—that address international education. It shows that international education has been key to UNESCO’s
mission since the organization began, and illustrates various trends in its acceptance and implementation. It argues that,
because such education is essential to academic and technical progress, it must be incorporated in all the activities and
materials of any educational system. It also argues that implementing it as UNESCO has recommended can relieve many types
of conflict. 相似文献
7.
David Jaffee 《Higher Education》2012,64(2):193-206
In 2012 all Hong Kong universities will be extending the length of the undergraduate degree from 3 to 4 years and adding General Education as a degree requirement. This reform initiative represents a unique case of comprehensive organizational change of higher education on an unprecedented scale. This paper examines several of the most significant contradictions and tensions facing this initiative—the current structure of higher education based on the British system and the prevailing culture of teaching and learning in Hong Kong. The nature of these pre-existing conditions, and their contradictory relationship to the substance and purpose of general and liberal education, are outlined. The contradictions and tensions generated by the general education initiative are situated within the larger organizational tension between theory and practice, and structure and action. The paper delineates some of the strategies developed to address the existing and emerging tensions. 相似文献
8.
While considerable consensus exists regarding the importance of internationalizing postsecondary education, little is known about whether distinct forms of internationalization influence civic engagement. This study estimates the degree to which study abroad and internationalization at home (IaH) are associated with international volunteerism among undergraduate alumni at research universities in the United States (n = 93). Results from a multiple regression analysis revealed that extensive IaH—reflected by both the presence of internationalized general education and a high concentration of international students—and the institutional study abroad rate were both positively associated with international volunteerism, operationalized as participation in the Peace Corps. Limited forms of IaH were not predictive of international volunteerism. Regression models explained between 29 and 38% of the variance in international volunteerism. The findings suggest that institutions can better prepare students for the challenges of global civic engagement by increasing participation in study abroad and implementing an extensive and systematic IaH strategy. 相似文献
9.
Xianming Xiang 《Frontiers of Education in China》2006,1(1):70-78
Reforms in colleges and universities should promote the humanistic character of higher education—rather than simply serve
for pure economic production—but also observe the sacred mission of transmitting and creating culture and knowledge, with
these two possessing momentous differences. These then demand rationality in academic management to guard against declination
toward dehumanization or bureaucracy. Thus, the relationship between academic power and administrative power must be harmonized,
and a reasonable equilibrium must be guaranteed. An academic management idea of power in learning is particularly emphasized
to overcome the false polarity of managerism, straightforwardly reducing complicated academic operations to a kind of economic
prosecution, hence truly promoting the function of a higher education system. 相似文献
10.
Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral
students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral
student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present
findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported
by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide
range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching
and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors
reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives
were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges
they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth.
We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral
students may uncover new ideas about the benefits reaped through undergraduate research experiences. 相似文献
11.
Economic cost analysis is a method of looking at resources and measuring the efficiency with which those resources are used
to attain goals. The author first discusses some methodology for and problems inherent in analyzing economic costs of educational
institutions and then presents findings from cost studies of higher education institutions of two types—(1) the University
of Mid-America, a regional open university with central management offices in Lincoln, Nebraska, and state organizations in
Kansas, Iowa, and Nebraska through which students can enroll in televised credit courses, and (2) a sample of traditional
institutions of higher education in Indiana. 相似文献
12.
Rosalind Pritchard 《Tertiary Education and Management》1998,4(1):71-80
Summary The twentieth century has witnessed exponential growth in the provision of higher education and this growth accelerates the
dynamic of institutional change. The change structures discussed in the present paper can be summarized in a cyclical model
of development as presented in Figure 8. Long-term development along familiar, accustomed lines is no longer the universal
or ‘normal’ expectation — if indeed it ever was. Morphological change is probable, though the direction of that change may
take time to clarify. One thing seems clear: the political and economic pressures on universities are much more intense now
than they have ever been and these pressures can be expected to cause metamorphoses, mutations, births and deaths amongst
our ‘population’ of higher education institutions. 相似文献
13.
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
14.
Philip G. Altbach 《Asia Pacific Education Review》2009,10(1):15-27
The research university is a central institution of the twenty-first century—providing access to global science, producing
basic and applied research, and educating leaders of the academe and society. Worldwide, there are very few research universities—they
are expensive to develop and support, and the pressures of massification have placed priorities elsewhere. For developing
countries, research universities are especially rare, and yet they are especially important as key ingredients for economic
and social progress. This article argues for the importance of research universities in developing and middle-income countries
and points out some of the challenges that such institutions face. 相似文献
15.
欧阳意 《齐齐哈尔师范高等专科学校学报》2012,(2):29-32
随着社会经济的不断发展,我国产业结构的调整以及城镇化进程、机构改革深化的速度进一步加快,我国就业压力的问题日益凸显。作为我国高等教育的重要组成部分,以面向市场、面向经济建设主战场的就业为导向的高职高专教育,在对人才培养的质量规格上面临着新的挑战。笔者结合时代背景及市场需求,对构成高职高专教育人才培养模式的若干要素进行分析,进而探索高职高专教育人才培养的新模式。 相似文献
16.
Karin Ishimine 《The Australian Educational Researcher》2011,38(3):257-274
Large numbers of young children spend significant amounts of time in early childhood educational settings. Concerns about
the quality of this experience have increased substantially in recent years. Further, as social inequalities in Australia
continue to grow the gap between disadvantage and advantage widens despite overall levels of increased economic prosperity.
Provision of quality early childhood education may be one important way to address disadvantage as international studies show
that high quality early childhood education experience contributes to reducing inequality later in life. This study investigated
the relationship between quality and disadvantage in a childcare centre in urban Australia. Employing a case study approach,
building on Bronfenbrenner’s theory and previous literature, the study found that four key components affected the quality
of childcare in this centre—physical environment, staff–child interaction, curriculum/program and family support. Importantly,
staff knowledge and dedication were crucial to achieving quality. 相似文献
17.
China is now facing significant challenges in funding its rapidly expanding higher education systems, though it has experienced
enormous economic growth in recent years. Equity has become a serious concern in Chinese higher education system. This article
tries to identify the causes and implications of under-representation of the rural-poor students in China’s higher educational
institutions: academic and social preparedness, institutional funding arrangements, the admissions policy, and the socioeconomic
background are significant factors that determine an individual’s opportunity to access to higher education. Also, a brief
discussion of possible policy recommendations is presented. 相似文献
18.
Manuel Salas-Velasco 《Higher Education》2010,60(4):357-368
This paper examines the determination of wage rates for health professionals using three well known, and commonly used, econometric
techniques: ordinary least squares, instrumental variables, and Heckman’s method. The data come from a graduate survey and
the analysis focuses on a regional labor market, due to nationwide information on salaries is absent in Spain. After estimating
different wage equations, the results suggest that OLS estimates are preferable. The findings show an important wage premium
for medical doctors relative to nurses, but also a wage advantage for workers who are civil servants and a gender wage-gap
that favors men. Although the expansion of higher education in Spain has reduced social inequalities in access, the main policy
implication from this paper is that social class differences can still persist at the degree level—in the choice of degree—if
students of higher socioeconomic status get a place at university in a degree of higher earnings, a fact that is corroborated
in this study. 相似文献
19.
Amy Liu 《Higher Education》2011,62(4):383-397
Framed by historical and contemporary discussions, this article reviews the principal foundations of meritocracy and uses
the public University of California system as a point of departure for examining the connection between meritocracy and higher
education within the context of the United States. Through consideration of four dimensions that inform the concept of meritocracy—merit,
distributive justice, equality of opportunity, and social mobility—this review examines the underlying tenets of meritocracy
to better understand how higher education functions within it. In The Coming of Post-Industrial Society, Daniel Bell (1973) suggested that higher education would become a “defensive necessity.” However, if colleges and universities are to serve
as instruments for creating and expanding opportunity, then higher education must be more profound than simply being reduced
to “defensive necessity,” and it is important for researchers to examine more closely the theoretical concerns of meritocracy
and the higher education implications. 相似文献
20.
Teaching and learning in digital environments: The resurgence of resource-based learning 总被引：4，自引：0，他引：4
Janette R. Hill Michael J. Hannafin 《Educational technology research and development : ETR & D》2001,49(3):37-52
The digital age has not simply changed the nature of resources and information; it has transformed several basic social and
economic enterprises. Contemporary society—the settings where we live, work, and learn—has likewise changed dramatically.
Both the amount of information and access to it have grown exponentially; a significant potential for using varied resources
in numerous ways for instruction and learning has emerged. However, several issues related to the educational uses of varied
resources (e.g., people, place, things, ideas) must be addressed if we are successfully to implement resource-based learning
environments. In this paper, we trace the changing nature of resources and perspectives in their use for learning in the digital
age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed. 相似文献