“Countability not answerability?” Accountability in Hong Kong and Singapore universities   总被引：1，自引：1，他引：0  

Jan Currie  Lesley Vidovich  Rui Yang 《Asia Pacific Journal of Education》2008,28(1):67-85

Singapore and Hong Kong are vying to be the principal educational hub for the Asia-Pacific region and have begun to compete with Australia, Britain, Canada and the USA in providing cross-border education. Although these four Anglo-American countries still dominate cross-border education, Singapore and Hong Kong hope to make inroads into this export market and compete on the global stage. To create “world-class” universities, Singapore and Hong Kong have introduced quality assurance mechanisms, diversified funding sources, and restructured their university governance systems. This article compares the accountability measures introduced into Hong Kong and Singapore universities, and the responses of academics and administrators to these measures. The results indicate that both countries introduced greater autonomy as they augmented accountability for their universities, and the term “decentralised centralism” describes the kind of government control exerted in these Asian universities in the twenty-first century.  相似文献   

Setting by numbers: datafication processes and ability grouping in an English secondary school     

Eszter Neumann 《教育政策杂志》2021,36(1):1-23

ABSTRACT

With the rise of accountability policies since the early nineties, the daily operation of English schools has profoundly changed. Through the in-depth analysis of ability grouping practices in one English secondary school, this paper aims to explore how the accountability shift and datafication impacted the practice of student grouping and students’ experience of education. The paper documents how an English secondary school which had fully endorsed the comprehensive ideal gradually shifted from mixed ability teaching to a rigid system of hierarchically arranged attainment-based grouping structure over a period of decades, and explores the pedagogical dilemmas that data-driven governance generates. The paper concludes that the school’s data-driven practice creates an environment of competition and an experience of incessant insecurities for the students which unsettlingly echo the culture of the late neoliberal labour market.  相似文献   

公司社会责任与我国劳动者权利保护   总被引：1，自引：0，他引：1  

王素敏 《哈尔滨学院学报》2008,29(5):53-55

公司社会责任认为,公司应当负有维护和增进利益相关者利益的义务。而公司对其职工的社会责任则是公司社会责任的核心内容。文章围绕这个核心内容展开讨论,阐述了公司社会责任产生的背景以及公司社会责任的确立对劳动者权益的保障,结合我国关于劳动权的立法、执法上的不完善之处,探求我国保障劳动者权益的可行之策,以让我国的公司认真履行社会责任,与职工保持和谐的关系。  相似文献   

从我国大学评价的特殊性看高等教育评价改革的基本方向     

张应强  赵锋 《江苏高教》2021,(2):1-8

中国大学在组织使命和组织特性方面,一方面与企业和政府组织有本质性不同,另一方面与西方国家的大学也存在极为突出的特殊性。这就决定了中国大学的评价既不同于企业评价和政府评价,也不同于西方国家大学的评价。中国大学评价的特殊性,要求必须始终坚持立德树人正确评价方向和评价导向,必须从基于问责的结果评价走向基于信任的过程评价。  相似文献   

NEGOTIATING POLITICIANS’ RESPONSIBILITIES IN NEWS INTERVIEWS     

Mats Ekström  Monika Djerf-Pierre  Bengt Johansson  Nicklas Håkansson 《Journalism Practice》2016,10(8):983-1004

News interviews are contexts in which political responsibilities are articulated and negotiated. Although the accountability interview is recognized as a commonsense practice in journalism, and the research on political interviews is substantial, it partly remains to explore how responsibilities are negotiated in different forms of questioning in journalism. This study investigates three generic forms of questioning: accountability questioning, the clarifying of promises, and the principal assessments. Key features of the different forms are specified. The empirical study investigates how the questionings are performed in news on industrial crises in Sweden, in the different political regimes in the 1970s and the 2000s. The data consist of 27 news interviews with the formally responsible Ministers. The method is based on Conversation Analysis and includes detailed analyses of questions and answers. The study shows (1) how the forms of questioning differ when it comes to the action agenda and in how responsibilities are invoked and negotiated; (2) how the questionings tend to reproduce particular expectations of Governmental interventions; (3) how increased assertiveness and adversarialness in interviewing coincide with reduced expectations of political responsibilities.  相似文献   

大学自治与问责：美国的经验     

张少华 《大学教育科学》2007,(4):104-107

大学自治与高等教育问责之间的关系问题是高等教育领域的一个重要问题,大学自治与有限自治是问责的基础,而问责则是大学自治的必然.随着外部势力对高等教育影响的加深,如何平衡自治与问责之间的关系也变得尤为紧迫.美国的经验是:问责的同时保障大学自治;充分了解大学的学术特征;由中介部门实施问责.  相似文献   

行政问责制执行中存在的问题与对策     

陈红艳 《柳州职业技术学院学报》2007,7(3):23-26

我国的行政问责制自2003年启动以来,通过各级政府的不断努力,已经取得了有目共睹的成效,起到一定的作用.但现实中在涉及问责执行人员意识、问责执行力、问责体系上都还有不足地方,尤其是对问责实施过程中执行力"时强时若"的问题上进行观点的阐发.  相似文献   

The Nature of the Gift: Accountability and the Professor-Student Relationship     

Ana M.  Martínez-Alemán 《Educational Philosophy and Theory》2007,39(6):574-591

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The stability of kindergarten teachers’ effectiveness: A generalizability study comparing the Framework For Teaching and the Classroom Assessment Scoring System     

Panayota Mantzicopoulos  Brian F. French  Helen Patrick  J. Samuel Watson  Inok Ahn 《Educational Assessment》2018,23(1):24-46

To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness.  相似文献   

Practical Considerations When Using Benchmarking for Accountability in Higher Education     

Sue D. Achtemeier  Ronald D. Simpson 《Innovative Higher Education》2005,30(2):117-128

The qualitative study on which this article is based examined key individuals’ perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as an accountability tool. A change model is presented for enhancing the effectiveness of benchmarking in higher education communities.Sue D. Achtemeier received the B.A. in mathematics and computer science with High Honors and the M.S. in mathematics from Florida State University and the Ph.D. in Higher Education from the University of Georgia. She has held teaching positions in Illinois and Georgia and is now Assistant Director for Institutional Effectiveness for the University of Georgia with particular interest in accreditation and accountability. Ronald D. Simpson is Professor Emeritus of Higher Education and Science Education and Director Emeritus of the Office of Instructional Support and Development at the University of Georgia. He holds degrees in the biological sciences and in science education from the University of Tennessee and the University of Georgia and continues to teach and advise doctoral students in UGA’s Institute of Higher Education.  相似文献