Private Higher Education and Diversity: An Exploratory Survey     

Pedro Teixeira  & Alberto Amaral 《Higher Education Quarterly》2001,55(4):359-395

In this preliminary review, the authors analyse the effects of privatisation on diversity in higher education (HE) systems by exploring the consequences of the establishment of HE Institutions by non-public organisations. The rising importance of privatisation in Europe (Western and transitional economies), Latin America, and Southeast Asia is analysed. Then follows detailed examinations of private-sector HE in countries representative of all these geographical areas to determine how far privatisation has stimulated diversity. The preliminary results indicate that in each case the private sub-sector has promoted limited and partial diversification. In general, though, the more recent private establishments, created to satisfy increasing demand for HE, have nonetheless focused predominately on teaching, have undertaken little, or no, research and appear to be of lower quality than the older institutions. The private sub-sector is characterised mostly by its low-risk behaviour, and a concentration on low-cost and/or safer initiatives. Public authorities must share at least a partial responsibility for some of the negative side effects of the development of private higher education.  相似文献   

Opening the Black Box: How Satisfaction with Democracy and its Perceived Efficacy Affect Regime Preference in Latin America     

Sarsfield  Rodolfo; Echegaray  Fabian 《Int. Journal of Public Opinion Research》2006,18(2):153-173

Exploring the micromotivations (Williams, 1979, 1988; Aguiar, 1991)or internal reasons (Williams, 1979; Lupia, McCubbins, & Popkin, 2000)that mold public preferences for either democracy or authoritarianism,this paper aims to discuss the types of rationality that liebehind people’s choices in survey studies in Latin America.From this perspective, we examine the balance between surveyrespondents’ evaluation of democratic government and theirviews of the efficacy of democracy to solve their country’sproblems, and their joint impact on the molding of citizens’preferences for a particular type of government. Results showthat satisfaction with how democratic government performs standsout as one of the reasons underlying individuals’ preferencesfor democracy. Also the belief that democracy does not solvethe problems significantly determines the people’s choice.Conclusions favor the hypothesis that, in the region, a utilitarianrationality prevails over an axiological rationality (Weber, 1922;Boudon, 1996) in the way citizens form preferences for or againstdemocracy.  相似文献   

In Pursuit of a Filipino Counselor Development Model: A Life-Span Approach     

Nino Jose Mateo  Jose Alberto S. Reyes 《International journal for the advancement of counseling》2015,37(3):262-278

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Global Citizenship and Global Universities. The Age of Global Interdependence and Cosmopolitanism     

Carlos Alberto Torres 《European Journal of Education》2015,50(3):262-279

This article focuses on the role of global universities and globalisations in an age of global interdependence and cosmopolitanism. Competing agendas that result from actions and reactions to multiple globalisations are considered in relation to global citizenship education. These agendas are crucial in understanding dilemmas of the local and the global in relation to education. Key emerging agendas are highlighted, including those of the hyperglobalisers, skeptics and transformationists. Three themes are central for this conversation, namely a) how multiple globalisations are impacting global life and academics, b) how networks have become privileged sites for global education, and c) the implications of globalisation and networks for global citizenship and global universities.  相似文献   

The questionable inventions of the clever Dr. Einstein     

Alberto A. Martínez 《Metascience》2014,23(1):49-55

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Learning Documentations in VET Systems: An Analysis of Current Swiss Practices     

Valentina Caruso  Alberto Cattaneo  Jean-Luc Gurtner 《Vocations and Learning》2016,9(2):227-256

Swiss vocational education and training (VET) is defined as a dual-track system where apprentices weekly alternate between vocational school and a (real) workplace. At the workplace, they have to keep a learning documentation throughout their training, in which they are expected to regularly document their professional development. The actual use of this documentation remains limited, however, and its potential for learning is clearly underexploited. The study presented in this paper sheds light on the current practices and issues related to the use of such a learning documentation in the Swiss VET system. Semi-structured interviews (N?=?29) were conducted with representatives of all the main actors of the Swiss VET system for various professional domains (Industrial & Handicraft, Commerce, and Health & Social Care). The study shows that although they all tend to see the potential of the learning documentation, the different actors of VET do not share a same conception of the aims and functions, both within and across professions. Based on their answers, possible improvements for this tool are discussed, and suggestions are made to enhance its use as a boundary object throughout the training.  相似文献   

Assessing Fit in Structural Equation Models: A Monte-Carlo Evaluation of RMSEA Versus SRMR Confidence Intervals and Tests of Close Fit     

Alberto Maydeu-Olivares  Dexin Shi  Yves Rosseel 《Structural equation modeling》2018,25(3):389-402

We compare the accuracy of confidence intervals (CIs) and tests of close fit based on the root mean square error of approximation (RMSEA) with those based on the standardized root mean square residual (SRMR). Investigations used normal and nonnormal data with models ranging from p = 10 to 60 observed variables. CIs and tests of close fit based on the SRMR are generally accurate across all conditions (even at p = 60 with nonnormal data). In contrast, CIs and tests of close fit based on the RMSEA are only accurate in small models. In larger models (p ≥ 30), they incorrectly suggest that models do not fit closely, particularly if sample size is less than 500.  相似文献   

The open method of coordination and the implementation of the Bologna process     

Amélia Veiga  Alberto Amaral 《Tertiary Education and Management》2006,12(4):283-295

In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the implementation process higher education institutions (HEIs) have considerable degree of autonomy, assuming that the implementation of Bologna is a top–down linear policy implementation process does not account for the developments taking place, which produce implementation difficulties at several different levels. Constraints resulting from economic concerns at European and national levels may be an obstacle for the Bologna’s contribution to a social Europe.  相似文献   

The Relationship Between School Composition,School Process and Mathematics Achievement in Secondary Education in Argentina     

Rubén?Alberto?Cervini?IturreEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(2-3):173-200

Using data from the 1998 High School National Census from the Ministry of Education and Culture of Argentina, the present study examines relationships between school composition, some characteristics of schooling (such as institutional culture and climate), and students’ achievement in Mathematics in the last year of high school. The study applies multilevel linear modeling on the levels of student, school and state. It finds a close relationship between achievement in Mathematics and the variables of school composition and schooling processes. It shows that when both variables act together, the effect of all other variables significantly decreases. The variables of schooling processes, however, even when diminished in influence, nonetheless notably continue to affect students’ achievements. The study also identifes a reference model for future studies evaluating other institutional factors of learning.  相似文献   

Differential impacts of academic and social experiences on college-related behavioral outcomes across different ethnic and gender groups at four-year institutions     

Amaury Nora  Alberto Cabrera  Linda Serra Hagedorn  Ernest Pascarella 《Research in higher education》1996,37(4):427-451

The results of the study indicated that institutional experiences, academic achievement, and environmental pull factors contributed the most to persistence decisions. Furthermore, analyses revealed that differences in the effects of these factors for different ethnic and gender groups were important in explaining persistence decisions. No precollege factors (educational aspirations, prior academic achievement, attitudes toward learning, and support and encouragement to attend college) were found to improve the overall fit of the models for any of the groups in the study. For minorities, the biggest detrimental effects on dropout behavior were derived from pull factors in the form of family responsibilities and working off-campus. No significant positive effects from informal and formal interactions with faculty, close personal relationships with peers, and academic experiences during their first year in college were found to negate the large negative influences from the pull factors. For females, the most significant positive effect on college persistence came from mentoring experiences in the form of nonclassroom interactions with faculty.  相似文献