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1.
Ulrich Teichler 《Higher Education》2008,56(3):349-379
Debates and policies in Europe as regards the diversity of higher education institutions and programmes have changed substantially
over the years. When expansion of the rate of new entry students was expected to grow beyond 10%, diversification between
types of higher education institutions became the most popular option, whereas no consensus emerged as far as the extent of
diversity and the most desirable classifications are concerned. In the 1980s, attention shifted gradually towards “vertical”
differences among institutions of formally the same type. Since the 1990s, more extreme modes of vertical diversity were more
frequently advocated as options to embark into world-wide competition for “world-class university”. The concurrent popular
debates are criticized as blaming moderate vertical inter-institutional diversity, emphasis on intra-institutional diversity,
efforts to put prime emphasis on a variety of profiles of any model other than extreme vertical diversity as counteracting
“quality”, although evidence for the superiority of the model praised is feeble. 相似文献
2.
Min-xuan Zhang 《Frontiers of Education in China》2006,1(4):475-486
From a financial perspective, the criteria for category distinction of higher education institutions should be based on the
ownership of institution property and income for recurrent expenditure. The development of modern higher education witnessed
the period wherein higher education institutions have both private property and private payment for recurrent expenditure.
The development also saw the period wherein all the institution properties were owned by the state and all the recurrent expenditure
were paid by the government. Accordingly, universities could be divided into two categories of “public” and “private” institutions
until the 1970s. However, things have been changing greatly over the past 20 years. Property ownership and payment for recurrent
expenditure have been separated. The public institutions appeal to more and more individuals sharing recurrent expenditure,
while private institutions ask for more and more public financial support. Therefore, some financially mixed institutions
came into being and “three categories with sub-groups” has become a new phenomenon.
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Translated from Peking University Education Review, 2004 (2) 相似文献
3.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
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Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
4.
Lidwien Sturing Harm J. A. Biemans Martin Mulder Elly de Bruijn 《Vocations and Learning》2011,4(3):191-210
In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed,
consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation
levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in
vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness”
refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument
for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions,
i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents
the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE
model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57
teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles
for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of
the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position
their study programmes by using the revised model and that the content validity of the revised model was good. 相似文献
5.
The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions
of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three
educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by
Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism”
to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily
as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the
most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert
professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility
and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism”
of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken
seriously by the educational institution in order to foster critical rationality and professional commitments. 相似文献
6.
Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies
are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based,
off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological
approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished
in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle
of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings
of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication,
information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising
mentors’ motivating force and to give them support. 相似文献
7.
8.
In order to help students make well-informed choices, reliable college ranking systems with comparable information about higher education institutions worldwide have been welcomed by many students. Because traditional college rankings had many methodological problems, a new type of user-based ranking, called “personalized college ranking” started to develop in many nations in the late 1990s. In 2008, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), launched a ranking project called “College Navigator in Taiwan” which developed the first Asian student-based college search engine to provide local and international students with transparent information on Taiwan’s higher education institutions. The main objective of this paper, therefore, is to compare the rational, strategies and pathways for establishing personalized college rankings. In order to analyze the gap between students’ preferences and university presidents’concerns over ranking indicators, HEEACT’s “College Navigator in Taiwan” is adopted as a case study at the end of paper. 相似文献
9.
Peter Riley Bahr 《Research in higher education》2012,53(1):94-121
The traditional unidirectional (“linear”) postsecondary path from high school to a community college to a 4-year institution
into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher
education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions,
both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across
levels (e.g., movement back and forth between community colleges and 4-year institutions). These “swirling” patterns of enrollment
are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that
address 89,057 first-time students in the California community college system to answer a number of key questions concerning
lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student
“swirl”. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer
holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer
is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called “double-dipping”.
I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in
students’ progress and development. Finally, I probe the relationship between students’ level of academic investment in their
current community college and the risk of lateral transfer. 相似文献
10.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
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Translated from Peking University Education Review, 2006 (1) 相似文献
11.
Martin Carnoy Brenda Jarillo Rabling Jonatan Castano-Munoz Josep Maria Duart Montoliu Teresa Sancho-Vinuesa 《Higher Education》2012,63(1):53-82
A highly touted feature of the so-called global “revolution” in higher education is the trend to use information technology
to reach a broader clientele. Although there is evidence that students may be learning the material in on-line courses as
well as in traditional face-to-face universities, how well students learn content is not the only reason they persist to a
degree, and student persistence is an important goal of higher education institutions. In this paper, we make the case that
the life conditions for students attending virtual universities are different from those of “traditional” students in face-to-face
universities, and that this difference puts a particular (largely non-pecuniary) premium on time to degree. With our data
from a Catalan virtual university, the Open University of Catalonia (UOC), we are able to test this hypothesis directly by
using the heterogeneous degree structure of the Catalonian/Spanish higher education system to estimate whether the number
of courses required to get various degrees (the length of the degree program) is significantly related to student persistence.
The study analyzes several cohorts of students (those who entered in 2000–2003) studying in the UOC and estimates the factors
that influence their degree completion. We find that the completion rate is generally low, but that students taking shorter
degree courses at the UOC are much more likely to complete their degrees. This suggests that, given their clientele, on-line
universities operate under very different constraints from their face-to-face counterparts. Our results are important for
higher educational researchers, who have mainly focused on younger populations attending face-face universities. They also
can serve university administrators who launch distance education degree programs and make high stakes decisions about them
with little of no information on the likely behavior of their older students, and can serve employers who are deciding whether
to subsidize their employees to take advanced degrees through on-line programs of study. 相似文献
12.
Trevor Gale 《The Australian Educational Researcher》2011,38(1):5-23
The field of Australian higher education has changed, is changing and is about to change, repositioned in relation to other
“fields of power”. It is a sector now well defined by its institutional groupings and by their relative claims to selectivity
and exclusivity, with every suggestion of their differentiation growing. The potential of a “joined-up” tertiary education
system, of vocational education and training (VET) and universities, has the potential to further rework these relations within
Australian higher education, as will lifting the volume caps on university student enrolments. Moreover, Australian universities
now compete within an international higher education marketplace, ranked by THES and Shanghai Jiao Tiong league tables. “Catchment
areas” and knowledge production have become global. In sum, Australian universities (and agents within them) are positioned
differently in the field. And being so variously and variably placed, institutions and agents have different stances available
to them, including the positions they can take on student equity. In this paper I begin from the premise that our current
stance on equity has been out-positioned, as much by a changing higher education field as by entrenched representations of
social groups across regions, institutions, disciplines and degrees. In taking a new stance on equity, the paper is also concerned
with the positioning in the field of a new national research centre with a focus on student equity in higher education. In
particular, the paper asks what stance this new centre can take on student equity that will resonate on a national and even
international scale. And, given a global field of higher education, what definitions of equity and propositions for policy
and practice can it offer? What will work in the pursuit of equity? 相似文献
13.
Andrés Bernasconi 《Higher Education》2006,52(2):303-342
The expansion of private sectors of higher education has usually been regarded as a factor of diversification in higher education
systems. Some of this differentiation has been found to arise from the affiliation of private institutions with organizations
outside the field of higher education. This article reports the results of a study of this form of interorganizational relationship
in private universities in Chile. Cases include universities founded or sponsored by religious, business and military organizations.
A typology of private universities is proposed, on the basis of the forms affiliation (or its absence), was observed to take
in the cases examined. Weak and strong forms of affiliation are described, and affiliated universities are compared to “proprietary”
universities, i.e., those owned by individuals who govern them from their positions in the board of directors, and “independent”
universities, in which governance lies with internal – academic or administrative – constituents. Albeit derived from the
case of Chile, the typology could be applied to the analysis of private higher education in other national systems. The second
part of the article seeks to ascertain whether affiliation operates as a source of differentiation in Chilean private higher
education. Results show that, compared to the other types of private universities, the affiliated ones possess distinctive
mission statements and declarations of principles, consistent with the orientations of their sponsor institutions, they tend
to be smaller, and to have more full-time and better qualified faculty. Some receive financial support from their sponsor
organization or its members. Distinctiveness was not found in indicators of prestige and student selectivity, nor in tuition
levels, program offerings, curriculum design, the weight of research and graduate programs in their functions, student socioeconomic
profile, and faculty involvement in governance. This is not to say that there are no differences in these dimensions among
private universities: much diversity exists, but most of it cuts across all categories of interest for our study. Overall,
affiliation does not appear to be a strong factor behind the diversification that exists in the Chilean private university
sector. 相似文献
14.
Harvey A. Silverglate 《Academic Questions》2007,20(3):235-238
In weighing free speech versus harassment, university administrators and lawyers tend to exert controls more suitable for
commercial institutions, where the pursuit of truth is not preeminent. Harvey Silverglate cites examples of egregious restrictions
that went “poof” in the bright light of exposure to the public.
The papers that constitute this symposium are adapted from remarks delivered on 18 November 2006 in Cambridge, Massachusetts,
as part of NAS’s 12th general conference. The overall theme of the conference was “What Works in Higher Education Reform:
A Report from the Front.” The panelists in this symposium presented strategies for effecting reform of higher education through
legal mechanism and by airings before the general populace. 相似文献
15.
In higher education, many high-enrollment introductory courses have evolved into “gatekeeper” courses due to their high failure
rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks.
At the authors’ home institution, general chemistry has become a gatekeeper course in which approximately 25% of students
do not pass. This failure rate in chemistry is common, and often higher, at many other institutions of higher education, and
mathematical deficiencies are perceived to be a large contributing factor. This paper details the development of a highly
accurate predictive system that identifies students at the beginning of the semester who are “at-risk” for earning a grade
of C- or below in chemistry. The predictive accuracy of this system is maximized by using a genetically optimized neural network
to analyze the results of a diagnostic algebra test designed for a specific population. Once at-risk students have been identified,
they can be helped to improve their chances of success using techniques such as concurrent support courses, online tutorials,
“just-in-time” instructional aides, study skills, motivational interviewing, and/or peer mentoring. 相似文献
16.
Conclusion The United States and Japan are at the forefront of technological innovation, telecommunications and information management
in the Pacific. This new era of “information” and “communication” raises disturbing questions: Whose information will be disseminated
and heard? Can diversity be respected in a world driven by CNN World News and MTV world music? We do not have answers to these
questions, but those of us who disseminate innovation and technology into the Pacific must engage in these dialogues with
indigenous peoples.
Pacific Island cultures must be taken into account as educators and others move toward international dialogue about educational
technology, learning and “voice.” We hope this essay stimulates further thought and discussion in this area, as well as an
impetus for developing partnerships between Pacific Island communities and institutions of higher education.
Her research interests include learning and teaching with multimedia and web-based materials.
His research interests include technologies for self-determination and voice. 相似文献
17.
Mel Dunn Pam Nilan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,7(2):265-281
Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as
the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses
of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims.
The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding
of post-secondary education institutions in the country. 相似文献
18.
This article is an extention of “The Proper Study of Instructional Technology” published in ECTJ, 1984, 32, pp. 67–88, and
is best understood in that context. By considering instructional technology as a subset of technology rather than as a subset
of education, we can examine more freely the institutions of education in relation to their acceptance or rejection of the
design and implementation of technologically based instruction. Methods of institutional analysis used in other disciplines
can be helpful. For example, a method of organizational analysis developed by Charles Perrow, a sociologist, is used to maintain
that education institutions reflect a craft rather than a technology orientation. A legal anlaysis is also used to show how
the governance of education reinforces its craft nature. The analyses are intended to stimulate a line of research that uses
aspects of the institutions themselves as variables. 相似文献
19.
Trevor Gale 《The Australian Educational Researcher》2006,33(2):1-14
Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis.
This time around, it is not just that our theoretical tools are blunt and irrelevant (Ball 1990), so are our politics. It
seems our attention has been so consumed by “what is policy” (Ball 1994a) and with challenging its claims to authority, that
we have missed or ignored imperatives to engage with its production. Even though some have attempted contributions, for the
most part we have been “coerced into an era of cooperation”. Getting ourselves out of this mess will take more than just better
theories and new politics. It will require a degree of cooperation, to advance a theory and practice of policy engagement
and to re-establish a field of education that resists the tendency to fragment and/or the temptation to defend itself “against”
policy. In this paper I attempt an assessment of where we are theoretically and politically with regard to education policy
and where we need to look to find new forms of policy engagement. By way of illustration, I draw on examples from AARE (the
Australian Association for Research in Education) and the Australian RQF (Research Quality Framework) although the analysis
is by no means restricted to these. 相似文献
20.
Duck-Joo Kwak 《Asia Pacific Education Review》2008,9(2):127-135
The contemporary educational discourse on critical thinking, as one of the primary aims of education. has been divided into
the spheres of modernist defense and post-modernist criticism. Critical of both positions, this paper attempts to find a new
way of employing critical thinking, especially for the purposes of moral education, by drawing on Bernard William’s concept
of “ethical reflection.” It will be shown that employing critical thinking for the fostering of ethical reflection in our
young students can lead them into an “understanding” of ethical, rather than “ethical knowledge,” which enables them to properly
deal with moral relativism in a culturally pluralistic society. This paper then explores the educational possibilities presented
by Socrates’ teaching method as an example of this employment, though not without consideration of the attendant educational
limitations and dangers. 相似文献