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1.
Quality issues in the internationalisation of higher education 总被引：5，自引：0，他引：5
Dirk Van Damme 《Higher Education》2001,41(4):415-441
Although the quality issue has become a central preoccupation inother domains of higher education, current internationalisation policiesand practices in higher education have developed without much concernfor quality assurance. The central thesis of this paper is that we havecome to a point in the development of higher education whereinternationalisation policies and practices face the limits of theirdevelopment unless the quality challenge is addressed in all itsconsequences. The paper first provides an overview of contemporary formsof and recent developments in internationalisation in higher education.From more or less `traditional' forms such as student and teaching staffmobility, internationalisation policies and practices nowadays move intoactivities such as exporting higher education via branch campuses andinstitutional co-operation, developing transnational university networksand virtual delivery of higher education, and the harmonisation ofhigher education systems. In these recent developments several issuesand challenges arise, which in one kind or another have direct links tothe quality challenge. The quality of internationalisation policies andpractices itself is an important problem, but of more importance are theissues of the recognition of foreign diplomas and degrees and therecognition of credits and credit-transfer. This paper takes a criticalstance towards for example the ECTS, which tries to solve these issueswithout much concern for quality. The way out lies in an integration ofinternationalisation policies and general quality assurance practices atinstitutional and policy levels. 相似文献
2.
Scenarios of quality assurance of stakeholder relationships in Finnish higher education institutions
Anu Lyytinen Vuokko Kohtamäki Jussi Kivistö Elias Pekkola Seppo Hölttä 《Quality in Higher Education》2017,23(1):35-49
Although the role and significance of the external stakeholders of higher education institutions has grown in recent years, quality assurance of stakeholder relationships remains a new phenomenon in the management practices of higher education institutions and in higher education research. Based on interviews and expert panel data, this article analyses the internal and external stakeholders’ perceptions of scenarios of the quality assurance of stakeholder relationships in Finnish higher education institutions. It especially focuses on exploring how institutions can balance internal and external stakeholders’ perspectives with regard to quality assurance. The results show that an essential challenge for Finnish higher education institutions is to develop flexible quality assurance practices capable of balancing the academic goals of the institutions and the needs of the external stakeholders. This also requires seeking balance between the centralised coordination and the differentiated practices of disciplines and academic units inside institutions. 相似文献
3.
In this article we study globalization in termsof the diffusion of quality assurance modelsand practices between two ``core' regions, theU.S. and Europe, as well as within Europe,concentrating particularly on Germany andAustria. We examine the timing of theemergence and diffusion of quality assuranceand relatedly of strategic managementpractices. We then consider the prominence ofU.S. models and voices in Europe, addressingthe professional and political economic framingof higher education policies. Finally, weexplore local variations in the meanings andpractices of quality assurance and strategicmanagement. We emphasize the ways in which inthese ``core' settings, professionals areimplicated in the diffusion and adaptation ofpolicies and practices in higher education,even as their activities are shaped by largerstructures of global professional and politicaleconomies. 相似文献
4.
ISO9000族标准与高校的教学质量管理 总被引：4，自引：0，他引：4
高等教育人才培养质量问题是我国高等教育当前面临严峻挑战的三大问题之一。尤其近几年来高校“扩招”后,教育质量问题更成为人们普遍关心的问题,也引起高教界的高度重视。提高教育质量成了摆在高校面前一个不可回避的重大课题。为适应愈加激烈的市场竞争,各高等学校都对提高教学质量的方法和途径进行了积极探索。如何在深化教育教学改革的基础上建立起有效的教学质量管理体系,通过有关高校大量探索和实践,笔者认为引进国际通行的ISO9000标准质量体系是提高高校教学质量的科学、有效的途径。 相似文献
5.
高校质量文化是促进高校人才培养质量不断提升的最持久也是最深沉的力量。作为培养高素质技术技能人才主阵地的高职院校,要依据对职业教育的新认识,重构高职教育质量文化;要确立自身的新使命,主动适应国家战略,培养更多高素质劳动者和技术技能人才;要通过“1+X”证书制度等新实践,深化办学体制和育人机制改革;要通过推进职业教育标准化建设等举措,为高职院校质量文化建设提供新的保障;要正视高职教育质量文化研究成果中以思辨性主观想象为主的倾向,通过“职教20条”方案的建设理念和具体实践,促进理论研究与实践探索有机融合;要以高职院校人才培养能力提升为逻辑起点,探究质量文化的内涵及其价值取向并用以指导人才培养实践,有效推进高职教育内涵发展。 相似文献
6.
目前我国高校教学工作质量评估已经由外部行政主导的评估走向内部自我评估,各高校积极贯彻教育部的评估新要求,探索行之有效的评估制度和模式。上海财经大学近年来,在借鉴国外高校教学评估经验的基础上,以提高教学质量为目的,在常态化教学质量评估、教学状态数据平台建设和年度质量报告制度等方面积极探索,形成了“三位一体”的本科教学质量内部评估模式。这一模式可为我国各类高校提供参考与借鉴。 相似文献
7.
文章以高校教育质量管理过程为依据,借鉴软件开发过程能力成熟度模型(CMM),构建了高校教育质量管理成熟度模型,研究模型框架结构、等级特征及相应的关键过程域、关键实践,运用层次分析法(AHP)和模糊综合评价理论建立了量化的成熟度等级测度方法.以国内东部某高校为例,根据其教育质量管理现状进行了成熟度等级的测度,结果表明方法合理、有效,可为提升和改善高校教育质量管理、促进高校内部质量保障体系的建立与完善提供参考. 相似文献
8.
李军 《武汉职业技术学院学报》2011,10(6):39-41,51
教育质量是高等职业教育发展的生命线。如何在政府之外建立一种相对独立的中介机构。对教育质量进行科学、客观的评价,已成为高职教育研究的一个重要课题。文中采用比较分析的方法,对中外社会中介组织参与构建高职教育质量保障体系的异同进行了分析,并对国外发达国家中介组织参与的特点及经验进行归纳,试图从制度设计的角度对这些问题进行剖析,以此为借鉴,提出保障中介组织合法地位、加强中介组织专业化建设及市场化运作等相关政策方面的建议。 相似文献
9.
Quality assurance in Australian higher education: Globalisation and `steering at a distance' 总被引：4，自引：1，他引：4
Lesley Vidovich 《Higher Education》2002,43(3):391-408
The complex and contested phenomenon of globalisation presents a fundamental challenge to higher education. Arguably, the development of quality assurance mechanisms during the 1990s and into the 2000s is one of the key globalising practices evident in many higher education sectors – in both developed and developing countries. However, there are still too few studies on the implications of globalisation processes grounded in detailed examinations of particular historical times and geographical spaces. It is important to investigate context-specific differences in potentially globalising policies and practices, rather than simply assuming global homogenisation. This paper offers an analysis of policy on quality assurance in Australian higher education over the last decade. It points to the changing discourses on `quality' over the period from a management device to a marketing device. It suggests that, in essence, quality assurance mechanisms have provided the government with an avenue for `steering at a distance', where the controls over universities and academics have not lessened but have changed form. The specific mechanisms used are both similar to, and different from, those evident in quality assurance policies in other higher education systems. 相似文献
10.
孙亚东 《江西电力职业技术学院学报》2011,24(1):69-72
教学质量是高职院校的生命线,提升教学质量是高职教育的永恒主题.教学质量提升的路径主要有:树立先进的教育理念,科学设计课程体系,加强教学运行系统管理,强化师资队伍建设,重视实践环节教学和实践基地建设,充分发挥教学督导和教学评估功能,加强学风建设. 相似文献
11.
David Pyvis 《Teaching in Higher Education》2013,18(6):733-744
This paper argues that the current approach to educational quality formation in transnational higher education promotes educational imperialism, and that guidelines and practices should be altered to embrace context-sensitive measures of quality. The claims are sustained by findings from a study that investigated how academics understood and pursued educational quality in an Australian university programme delivered in partnership with a Chinese university in China. A key finding was that a home programme functioned as the single reference point for quality in the programme delivered in China. Quality in the China programme was sought through the imposition of practices and philosophies associated with the home programme, which required the suppression of local educational traditions. The paper points out that reliance on a home programme as the single measure of quality is encouraged by governing UNESCO/OECD guidelines on quality in cross-border provision. 相似文献
12.
为提高高职教育的社会认同度和影响力,高职院校必须提高教育质量,促进学生职业能力和综合素质的发展。针对高职院校素质教育认识中的某些错误认识,澄清素质教育的概念和内涵,并构建基于广州番禺职业技术学院校本实践的素质教育体系,从德性、知性和实践三个层面进行素质教育实践探索。 相似文献
13.
Susan R. Hemer 《高等教育研究与发展》2014,33(3):483-495
University workloads, their impact on staff and how they can be managed, are the subject of considerable research and discussion. This paper addresses strategies to deal with the impact of workloads on teaching practices in higher education. In particular, it aims to discover the implicit theories and tacit assumptions that underlie perceptions of what constitutes quality teaching in the social sciences. Using an ethnographic approach, the research revealed that the strategies used by staff are linked to how they identify themselves: as researchers or ‘good’ teachers, and highlights a mismatch between the value academics place on quality teaching and what is rewarded by universities. The paper illustrates that strategies rely on assumptions about the nature of time, and the links between time and quality. Academics have little opportunity for critical reflection on teaching practices in order to be responsive to the changing contexts of higher education. 相似文献
14.
Francis Ansah 《Quality in Higher Education》2015,21(2):132-150
This study is based on a pragmatist analysis of selected international accounts on quality assurance in higher education. A pragmatist perspective was used to conceptualise a logical internal quality assurance model to embed and support the alignment of graduate competencies in curriculum and assessment of Ghanaian polytechnics. Through focus group and in-depth interviews, the framework was evaluated by internal stakeholders including lecturers, students and administrators of the polytechnics. It was found that from a pragmatist perspective, quality assurance concepts and practices in higher education reported in the international literature could be used to design a context-specific quality assurance framework for higher education systems in Africa but there will be challenges with implementation of such a framework. The challenges found include quality culture and financial resources. Nonetheless, it was noted that effective planning and stakeholder commitment can surmount the challenges to ensure effective implementation of the framework to enhance quality. 相似文献
15.
Sónia Cardoso Maria J. Rosa Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2019,44(2):249-262
This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectations, contributing to influencing institutional practices. 相似文献
16.
马喜珍 《河北软件职业技术学院学报》2011,13(4):31-33
高职高专教育改革虽然不断深入,但在教学质量方面仍存在诸多问题与不足,难以适应企业对技能型人才的需要。教学过程是实现教学质量的关键过程,在教学过程中选择一种科学有效的管理方法尤其重要。PDCA循环是质量管理实践中最有效的方法,将其应用于教学过程中,能够极大地提高教学质量。 相似文献
17.
高等教育质量概念:内涵与外延 总被引：20，自引：0，他引：20
对高等教育质量概念的分析,需要在“质量”概念研究的基础上,从内涵和外延两个方面来进行探析.从内涵来看,它是高等教育产品和服务满足高等教育系统内外明确或隐含需要的能力的特性总和;从外延来看,既可从纵向上分为教育投入质量、教育过程质量和产出质量,也可从横向上分为人才培养质量、科学研究质量和社会服务质量,还可从教育活动上分为教学质量、管理质量和为教学提供服务的质量. 相似文献
18.
Evanthia Kalpazidou Schmidt 《Journal of Higher Education Policy & Management》2017,39(3):247-265
Because there is close cooperation on quality assurance in the Scandinavian countries, one would expect there to be convergence of quality assurance policies and practices in Scandinavian higher education. Few studies have analysed these quality assurance policies and practices from a comparative viewpoint. Based on empirical evidence produced in connection with studies of recent quality reforms in Scandinavia and an approach based on linking diffusion and translation theories with institutionalist perspectives focusing on path dependency, the paper contributes to the current debate on Scandinavian quality assurance. The debate is compelling with regard to the Swedish case in particular, with its ‘one size fits all’ approach and exclusive focus on outcomes which has been heavily criticised by the higher education institutions and has turned out to be controversial from the European viewpoint. 相似文献
19.
高等职业教育是一个历史相对较短、体系不够完备、模式逐步摸索的教育类型。我国的高等职业教育，属于高等教育阶段的职业技术教育，高等职业教育是终生教育的重要组成部分。作为高等职业教育研究的重要内容之一，高职教育学生的素质结构也愈加受到高职业内的极大关注。本文中，笔者从高职教育基本特质的分析、高职教育学生素质结构的设计、高职教育学生素质结构的构建、高职教育学生素质水准的评估四个方面，对高职教育学生的素质结构问题试作研讨。 相似文献
20.
The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. Such practices are beneficial to all institutions of higher education seeking accreditation or reaffirmation. This article addresses the identification of requisite processes, describes an approach for defining them, and suggests a format for documenting their essential elements. We discuss the value of quality management practices to higher education and present caveats and considerations for successfully implementing this methodology. 相似文献