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1.
高校学位授权审核制度是英国高等教育治理框架的重要组成部分,为维系高等教育质量提供了坚实的制度保证。近年来,随着英国高等教育治理环境的变化,英国原有高校学位授权审核制度的弊端凸显,无法适应私立高校的发展需求。英国政府部门通过立法对新的高校学位授权审核制度的管理框架、学位授权类型、标准与审核程序等作了明确的规定。英国新的学位授权审核制度呈现出以立法为基础,突出政府主导,依托权威质量机构进行审核;以学生为中心,注重风险防控;凸显多样性和统一性相结合;体现高等教育治理环境中的开放性与公平性等特征。 相似文献
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Ozoliņš Modris Stensaker Bjørn Gaile-Sarkane Elῑna Ivanova Liene Lapiņa Inga Ozoliņa-Ozola Iveta Straujuma Anita 《Tertiary Education and Management》2018,24(4):338-350
This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.
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
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Balázs Németh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,2(2):107-125
The Belém Framework for Action underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both
as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult
and higher education is difficult, but the lifelong learning paradigm may help European universities to meet the challenge.
This paper argues that European higher education institutions should, on the one hand, educate adults to qualify them for
their complex roles in society and economy either through academic programmes or in other, non-formal ways. On the other hand,
higher education institutions should promote quality research on adult learning and education and develop active citizenship
too. Emphasis was clearly given to the former task in the Budapest Statement in December 2008 as part of the European preparatory process for CONFINTEA VI, and the latter has been articulated by UNESCO
for more than a decade. This paper suggests that a balanced position may help universities in setting themselves up as better
and more effective learning organisations. 相似文献
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Rui Yang 《Asia Pacific Education Review》2013,14(1):85-92
Modern universities are uniquely European in origin and characteristics. With the diffusion of the European model into the university throughout the world, the heritage of colonialism and the fact that contemporary universities are Western institutions without much linkage to their indigenous intellectual traditions are the fundamental reasons for the failure of non-Western societies to effectively establish their modern higher education systems. In China, the integration between the Chinese and Western ideas of a university remains unfinished despite many efforts to indigenize the Western concept since the nineteenth century. This article examines and compares the characteristics and development of medieval European universities and traditional Chinese higher learning institutions. In contrast to most existing studies on higher education, which have overwhelmingly portrayed the powerful influence of economic and political realities, this article adopts a cultural perspective on the development of Chinese higher education, calling for the return of culture in the analyses of higher education development and arguing that Chinese universities have considerably improved their hardware but not their software. In the current great leap forward of the Chinese higher education, attention to institutions and cultural establishments is usually absent. 相似文献
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ROSEMARY DEEM 《European Journal of Education》2006,41(2):281-304
The article examines the extent to which the notion of a publicly-funded university as an institution engaging in both teaching and research is likely to be sustained in the European higher education space of the future, given the variety of pressures (including funding and mass higher education) on such a conception of a university and changes in how national governments regard the purposes of higher education. Relevant literature on the changing purposes of universities is reviewed. For illustrative purposes, the article uses an example of recent legislation, the 2004 Higher Education Act, in England, whereby research degree awarding powers are no longer a pre-requisite for the conferral of university status. The position in England's higher education system with regard to research and teaching is contrasted with that of a second UK country, Scotland, which has contrasting policies on teaching and research in universities. The article examines the research-teaching debate from the perspective of individual academics, universities and policy-makers, using recent empirical data where available. It is suggested that whilst academics and their institutions (for different reasons) may be in favour of retaining a link between teaching and research and may resist changes to this, policy-makers faced with rising demands on the public purse may see such links as suited only to an academic elite. Such pressures apply equally to other member countries of the European Higher Education space, so the outcomes of this policy debate about the centrality of research and teaching to universities have many implications for the future shape of European higher education. 相似文献
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One of the main objects of the recently developed policy for Dutch higher education regards the creation of a more diversified higher education system with flexible and adaptive institutions. The nature of the proposed system should, among other things, reveal itself in meaningful and discriminating institutional profiles, based on strategic institutional choices. This article reflects on the degree to which these objects are realized. After the introduction of the new planning system in Dutch higher education, the article deals with the possibility of strategic planning in higher education institutions in general. Three different, but not necessary independent, models are distinguished: the linear strategy model, the adaptive strategy model and the interpretive strategy model. It is argued that the latter model can be applied best to higher education institutions. Some evidence on strategic planning in Dutch higher education illustrates the practice in this field. Empirical evidence shows that the governmental aim to increase the diversity in Dutch higher education is not very successful up till now. On the contrary, it seems that various homogenizing developments emerge. The concept of institutional isomorphism helps to explain some of the problems institutions encounter when trying to formulate and implement their strategies. 相似文献
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Van Audenhove Leo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):531-548
The term linkage is used to indicate co-operation between an institution in the North and an institution in the South. Donor organisations have generally used linkages to support the development of higher education and research in developing countries. Over time, there has been a trend away from co-operation on individual academic projects towards broader development co- operation and concentration on selected institutions. This shift raises questions about organisation, procedures and support mechanisms, and about the mandate and capabilities of universities in the North, given the frequently asymmetrical relationship between Northern institutions with their own research agendas and Southern beneficiaries. The recent restructuring of Canadian, Dutch, Norwegian and Swedish support for higher education and research is the result of a search for new, more appropriate models of co-operation. This paper examines the evolution of key issues of policy and organisation within the international donor community. 相似文献
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Around the world, especially in rapidly developing countries, many higher education institutions of various forms are being established. In China, many new universities have been created, including by upgrading existing tertiary education institutions. This process creates economic displacement, with livelihood consequences and social impacts on existing employees and local communities. Using the proposed (but now cancelled) University of Groningen campus in Yantai, China, as a case study, we consider the social impacts that were experienced, or were likely to be experienced, by the employees of the pre-existing institution. Existing employees experienced many negative impacts from economic displacement. They were not satisfied with the compensation offered, their views and interests were not adequately considered, and many were afraid to express their concerns. The institutions involved in the project failed to fulfil their corporate social responsibility (CSR) and environmental, social and governance (ESG) obligations to ensure no harm. 相似文献
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External Quality Auditing in Sweden: Are Departments Affected? 总被引：1，自引：0，他引：1
Bjørn Stensaker 《Higher Education Quarterly》1999,53(4):353-368
The article studies the effects of the first round of quality audits in five higher education institutions in Sweden. Using the formal objectives of the audits as a starting point of the investigation, the article examines in which areas change, as experienced at the departmental level, seems to be achieved and where problems can be found. The results are then discussed in a broader context where experiences from quality audit and assessment processes in the UK are included, and where strengths and weaknesses of the current audit procedures in Sweden are identified. Some implications of the study, especially focusing on possible future improvements in the design of quality audits, are examined in the conclusion. 相似文献
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Terry A. Goodison 《Higher Education in Europe》2001,26(2):247-262
The quality assurance bodies for higher education in the United Kingdom, particularly HEFCE and QAA, have concluded that the information and communication technologies can serve as powerful stimuli for improving the three principal instructional functions in higher education institutions: teaching, learning, and assessment. Thus, quality ratings will increasingly be influenced by staff competence in the use of these technologies and, as a result, institutions must make efforts to generalize their use. HEFCE is setting up a Learning and Teaching Support Network and a Generic Learning and Teaching Centre intended to provide subject-based support for the sharing among higher education institutions of innovation and good practice. The Council is also proposing to set up an e-University that would operate commercially as a clearing-house, outsourcing many of its activities to a core of selected campus universities. Many view this proposal as a threat to traditional universities. 相似文献
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Sónia Cardoso Orlanda Tavares Cristina Sin 《Educational Assessment, Evaluation and Accountability》2015,27(3):205-222
In recent years, initiatives for the improvement of teaching quality have been pursued both at European and national levels. Such is the case of the European Standards and Guidelines for Quality Assurance (ESG) and of legislation passed by several European countries, including Portugal, in response to European policy developments driven by the Lisbon Strategy and the Bologna Process. This paper is concerned with the institutional level implementation of European and national policies which target the quality of teaching staff. It reports on the findings of a study conducted in order to analyse if Portuguese higher education institutions are taking measures to improve and assure the quality of teaching staff in compliance particularly with the ESG. Findings suggest that this compliance is only partial. Although mechanisms exist for the selection, recruitment and appraisal of academics, other instruments and measures meant to continuously improve teaching staff quality, such as institutional support for skills development, pedagogic training, material infrastructure and motivation strategies, such as awards and recognition, are still incipient. 相似文献
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Kirk PERRIS 《Frontiers of Education in China》2015,10(2):274
The national open universities of China and India are unique adaptations of the open university model that emanated from the UK. These institutions have expanded to become the largest universities in the world as measured by current enrollment of approximately four million each. This article comparatively analyzes how these open universities have differentiated themselves from the open university model and from each other amidst similarities of outcome and differences of approach. Historical contexts, national governance of higher education, institutional administration, curriculum and international operations are the foci of analysis. The article contributes to the literature on national and local forces that shape higher education systems and aims to spur collaborations between the institutions in question for mutual benefit. 相似文献
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欧洲高等教育机构经费筹措模式及经验启示——以欧盟七国为例 总被引：1，自引：0，他引：1
文章在考察欧盟七国高等教育机构经费筹措模式的基础上,反映并揭示了现代高等教育经费筹集的未来发展趋势,以期为我国大学解决日益尖锐的办学资金短缺问题提供思路与借鉴。 相似文献
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在扼要分析我国高等教育财政拨款体制特点的基础上,本文着重探讨了高校政府拨款模式的主要特点及存在问题.我国现行高校政府拨款模式主要是"综合定额+专项补助",这一拨款模式操作比较简便,但它所依据的政策参数较少,也缺乏公共问责和绩效考评机制,因而难以激发高校的办学积极性.今后高校政府拨款体制改革应该以绩效考评和公共问责制为指向. 相似文献
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The ECTS, European Credit Transfer System, is now widely used throughout higher education institutions as it facilitates student mobility within Europe and the comparison of study programs and courses. Most European institutions provide students with the number of ECTS each course and module is worth. A full-time student needs to complete 60 ECTS per academic year, which represents about 1500 to 1800 h of study. However, there is a lack of research showing that ECTS metrics have been properly implemented in different degrees and universities. The aim of this paper is to assess the relevance of the ECTS metric as a valid indicator of students’ and courses’ workloads. Detailed workload measurements have been taken in two Spanish universities, with 250,000 work hours monitored from 1400 students. This is the first study published with such a large dataset that includes a range of simultaneous courses and throughout a whole semester. Empirical distribution functions of workload indicators have been obtained. Evidence is provided indicating that nominal ECTS credit hours may be overestimated, that the variability of student workload could be too large for ECTS to sensibly characterize course workload, and that workload statistics of courses with same nominal ECTS are generally not comparable. Although the ECTS metric conception seems to be a valid metric to facilitate mobility between different institutions and higher education systems, in practice, according to this study, it requires revision, at least in the two institutions that have been included in this study. Further studies like the present one are required to test if this is a broader problem that has implications for the comparability of degrees across Europe. 相似文献
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《Higher Education Policy》1998,11(4):357-367
The paper describes some historical characteristics of Slovenian higher education and the new endeavour to establish a higher education system that will be comparable with other European systems. Special attention is devoted to the care of quality in Slovenian higher education. A draft plan for introducing gradually a system of quality assurance was worked out drawing on foreign experience but adapted to national circumstances and particularities. Higher education in Slovenia comprises two universities, the University of Ljubljana and the University of Maribor, and some free-standing higher education institutions. In such a small higher education system one must introduce flexible and relatively easily feasible quality assurance mechanisms. Evaluation will be reached by research and development from the beginning. It will include development of evaluation methodology, procedures and follow-up the institutional effects of quality assurance. 相似文献
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This paper analyses the relationship between the public funding systems of higher education in Italy and the Netherlands and their universities' performances. Empirically, an efficiency analysis on 13 Dutch and 58 Italian public universities is conducted. The findings show that the relative efficiency of Italian and Dutch universities is strongly influenced by the policy perspective adopted. If the goal is to realise the European goals and minimise resources employed for obtaining a high number of graduates, Dutch universities turn out to be more efficient. However, Italian universities are much more efficient if the priority is to minimise the costs for a given level of activity, such as number of students. 相似文献