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1.
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
2.
Roger Patrick King 《Higher Education》2007,53(4):411-430
3.
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
4.
This article examines the implications for access and equity of the Syrian government’s efforts to reform higher education
in the country over the past decade. In the context of social and economic reforms that are moving the county from a state-controlled
to a social market economy, it focuses on adequacy in financing higher education, as well as efficiency and equity. Significant
progress has been made in access to higher education. The government has introduced a rich variety of options for accessing
higher education, resulting in a doubling of enrolled students over the past 10 years. In terms of equity, the gender gaps
in higher education enrollment and completion have all but disappeared nationally, although regional variations persist. The
study raises concerns about the system’s internal and external efficiency: despite some improvements, the quality of the curricula
and their relevance for the labour market remain serious issues. 相似文献
5.
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
6.
The purpose of this paper is to examine current status, issues, and visions of higher education reform in Korea by focusing
on ‘Brain Korea 21’ (BK21). ‘Brain Korea 21’ (BK21), is a major higher education reform project initiated by the South Korean
government to prepare Korean human resources for the 21st century. ‘Brain Korea 21’ (BK21) aims at fostering world-class graduate schools and high quality scholars by providing funds
to higher education institutions. In this paper, societal, economic and educational changes which led to the initiation of
BK 21 and its implementation processes are described first. Then, some resistance and controversies against BK 21 are discussed.
Major achievements of BK 21 are highlighted and future directions of higher education reform in South Korea are addressed. 相似文献
7.
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
8.
Carmen Luke 《Higher Education》1997,33(4):433-451
This paper examines a range of positive and negative consequences for women of Quality Assurance (QA) initiatives in one Australian university. Drawing on Foucaults concepts of governmentality and power/knowledge, it is argued that the popular repressive hypothesis of power via governmentality hides a positive and potentially productive dimension of power. Following recent work by feminist political theorists, my claim here is that a corporatist managerial discourse such as QA can be used strategically for a politics of transformation in the interests of women. The paper begins with an outline of the parameters of debate about and critiques of the QA agenda in the Australian higher education sector, and highlights some potentially negative consequences for women in terms of their structural location in the university. An overview of QA audit processes then leads into a closer examination of one universitys response to QA initiatives. The culture and management style of this regional university was significantly transformed from an informal and pastoral model to one with open systems of accountability and performance targets built around equity issues. In that regard, it is argued, equity target groups including women, became the visible focus of the development and implementation of new systems designed to bring equity into the mainstream. In closing, I argue that in this particular university, the new managerialism of QA was indeed a panoptic mechanism of making visible: productivity, equity groups, procedures and outcomes. But in an institutional context where open systems were lacking and womens contributions invisible and undervalued, the QA agenda brought new opportunities not only for women but for other groups previously marginalised and silenced. 相似文献
9.
In this paper we discuss the foundations and process of design of a research-informed instructional unit aimed for pre-service
science teacher education. The unit covers some key ideas on the nature of science (around methodology, theory change, scientific
inference and explanation, values, gender issues) anchoring them in a well-known episode from the history of science—the ‘discovery’
of radium by the Curies. Such episode is mainly examined as reconstructed in the 1997 French commercial film ‘Les Palmes de
Monsieur Schutz’. Pre-service science teachers are required to solve three tasks, individually and in small groups; those
tasks are respectively centred around: (1) the distinction between ‘discovering’ and ‘inventing’; (2) scientific modelling
via abduction; and (3) the extended hagiographic treatment of the figure of Madame Curie. Plenary debates around the tasks
aim at acquainting pre-service science teachers with some powerful concepts of twentieth century philosophy of science. 相似文献
10.
Jonathan D. Jansen 《Prospects》2001,31(4):553-564
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable. 相似文献
11.
Women in higher education 总被引：4，自引：1，他引：4
Masako Amano 《Higher Education》1997,34(2):215-235
The high level of admissions of women into higher education in Japanis analysed in the context of examining revised views about the highereducation of women resulting from changes in the traditional view of therelationship between higher education and social values. Despite the shiftin womens educational expectations, there is still clear evidence that agender track continues; typically men congregate in four year institutionswhilst women focus on Junior Colleges and on particular courses of studydeemed to be appropriate for women. The gender track is furtherdemonstrated by detailed studies of the Junior College and the WomensCollege. Womens employment opportunities are shown to have been affected byrestrictive attitudes of employers which tended in the past to impose onwomen particular modes of employment. The reasons for the emergence of achange in these attitudes in the latter part of the 1980s are explored andthe impact of the Equal Employment Opportunity Act of 1986 is examined. Thearticle concludes by considering the wider implications for women, both inthe work-place and in society more generally, of these developments. It isnoted that highly educated Japanese women tend to hold more conservativevalues and may see their education as an expression of their social statusrather than a way of increasing their earning power. The recentestablishment of a number of courses in Womens Studies may well have aninfluence upon future developments in ideas about women and higher educationin Japan. 相似文献
12.
Knowledge society discourse and higher education 总被引：1，自引：0，他引：1
The growing importance of knowledge, research and innovation are changing the social role of universities in the globalized
world. One of the most popular concepts used to approach these changes in post-industrial and post-modern societies is the
concept of ‘Knowledge Society’. In this paper, we will analyse the roles higher education is expected to play with regard
to various knowledge society discourses. We will begin with analyzing the uses of knowledge society as an intellectual device
and continue by reflecting on how changes in higher education are related to knowledge society discourses in national, regional
and global levels. In the final section we will reflect on current challenges and expectations generated within these discourses
for higher education and the implications these expectations have for higher education research. 相似文献
13.
Internationalisation of higher education: European experiences 总被引：1，自引：0，他引：1
U. Teichler 《Asia Pacific Education Review》2009,10(1):93-106
‘Internationalisation’ is generally defined as increasing cross-border activities amidst persistence of borders, while ‘globalisation’
refers to similar activities concurrent to an erosion of borders. Study mobility is viewed as the most visible component in
this framework in Europe with ERASMUS as the largest scheme of temporary mobility. ERASMUS was a trigger for a qualitative
leap of internationalisation strategies and policies since the 1990s: towards cooperation and mobility on equal terms, and
towards systematic and strategic internationalisation. The ‘Bologna Process’ aimed to make higher education more attractive
to students from other parts of the world and to facilitate intra-European mobility; however, many other activities are needed
to stimulate mobility, and the Bologna Process pursues many other objectives. It remains to be seen whether supra-national
and national policies and institutional strategies will continue to opt for wide-ranging cooperation based on mutual trust
or whether the ‘competition paradigm’ will determine the scene. 相似文献
14.
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
15.
National gender equity and schooling policy in Australia: Struggles for a non-identitarian feminist politics 总被引：1，自引：0，他引：1
Amanda Keddie 《The Australian Educational Researcher》2009,36(2):21-37
This paper tracks the development of gender equity and schooling policy in Australia from theNational Policy on the Education of Girls in 1987, to current policy concerns with boys’ educational underperformance. The paper’s key focus is on the ways in which feminist
informed equity policy has been undermined by broader imperatives of economic rationalism and anti-feminist discourses. Drawing
on Nancy Fraser’s understandings of distributive and cultural gender justice and her notion of a nonidentitarian feminist
politics, the paper critically examines the ways in which such imperatives have re-articulated equity and schooling concerns.
Through these lenses, the limitations of the affirmative gender binary politics and remedies that have dominated gender and
schooling reform in Australia are highlighted. The paper concludes with an illumination of the gender justice spaces currently
being mobilised in Australian schools. Such spaces, it is argued, fostered within a context of increasing autonomy and self-management
for schools, are providing avenues for creative and disruptive (pro)feminist activism. 相似文献
16.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
17.
Carol Dyhouse 《Gender and education》2002,14(4):325-336
The paper examines patterns of higher education, with special reference to gender issues and the role of the family, in the early--middle years of the twentieth century. The evidence is drawn from a large-scale questionnaire survey of graduates, male and female, of the late 1930s. The results presented are primarily qualitative rather than quantitative. Three main questions are raised. First, why did children, and especially girls, want to go to university around this time, when it was not routine behaviour? Second, what role did their parents, and especially their mothers, play in sending them to and supporting them through university? Third, can the 'returns' from such higher education be evaluated? It is shown, inter alia , that girls did not improve their earnings nearly so greatly as boys in a direct economic manner from higher education, but gained in other ways. The latter included fostering inter-generational mobility among their own children and grandchildren. 相似文献
18.
Sung-Sang Yoo 《Asia Pacific Education Review》2008,9(3):355-366
Comparing popular education in the Philippines and South Korea, it is clear that a number of similarities and differences
exist regarding the characteristics, methods, and main fields in which popular education has operated. ‘Church-related practices,’
‘uniting with CO movements,’ ‘an eliteled tendency,’ and ‘a disregard for the Left’ have all occurred in similar ways in both
countries. While introducing the socio-political situation during 1970s and 1980s of these two countries, this paper discusses
the theories and practices of popular education. Our findings indicate how popular education in both countries has played
a significant role in raising the levels consciousness in the powerless and transforming societies and enabled them to establish
a better community. Moreover, each country developed different concepts, initiatives and methods in relation to popular education.
In addition, popular educators have been asked to play different roles in each popular education field while most methods
were in fact heavily dependent upon eliteled practices. 相似文献
19.
Julia Bush 《History of education》2013,42(4):387-405
The article discusses contributions towards female higher education made by a group of women whose views on gender roles were conservative, rather than feminist or suffragist. Four women's conservative ideals and interconnected work for women's education are reviewed in the context of late Victorian Oxford. This study is prefaced by a discussion of historical literature on women's higher education which concludes that twentieth century feminist historians have sometimes downplayed the role of reformers who deliberately disassociated women's educational reform from the advance of gender equality. A study of conservative reformers complicates definitions both of feminism and anti‐feminism, and provides an important reminder of the broader intellectual and political contexts which produced them both. 相似文献
20.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
相似文献
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