我国民办高等学校区域分布、时间变化及其影响因素分析

民办高等学校数是衡量我国民办高等教育发展状况的一个重要指标。以往的研究证明,经济发展和公立高等教育发展是影响民办高等教育发展的两个重要因素。本文建立了以民办高等学校数为因变量,以GDP和公立普通高等学校数为自变量的回归模型,并利用我国31个省、自治区和直辖市2002年、2005年和2006年的有关数据,对回归模型进行了统计分析,结果表明民办普通高等学校区域分布及其时间变化受GDP及其变化的显著影响;独立学院区域分布受公立普通高等学校数的显著影响;民办高等学校区域分布及其时间变化同时受GDP和公立普通高等学校数及其变化的显著影响。以市为单位进行的分析发现,以省为单位的分析结果会低估公立普通高等学校对于民办普通高等学校的积极影响。     

An analysis of reform in administrative system of Chinese higher education

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. __________ Translated from Journal of Nanjing Normal University (Social Science), 2005 (4)     

The policy environment of private higher education in China: a discussion based upon property ownership rights

The reemergence and growth of private higher education institutions (HEIs) represent one of the most significant developments in Chinese higher education over recent decades. Against a macroeconomic background of decentralization, this phenomenon is essentially fuelled by a broad spectrum of political and socioeconomic forces. This study sets out with the primary aim of discussing the current policy environment constraints faced by different types of private HEIs based upon a theoretical framework of property ownership rights. This is undertaken through a comparative analysis with HEIs in the United States, as well as case studies on three different types of private HEIs in China (accredited private universities, independent colleges and Sino-foreign colleges). Recommendations are offered on the key issues aimed at overcoming the difficulties encountered by such institutions; these include transfer rights, income rights, government subsidies, access to bank loans and tax-exempted social donations. The government in China has adopted an incremental approach to the regulation of the private higher education sector, thereby providing ad hoc solutions to problems encountered along the way; however, within a mutually understood framework of action, a system of clear property ownership rights is essential to the practical coordination of the activities of the economic actors.     

政策性负担、逆向选择与中国高校软预算约束

Policy burdens of HEIs (higher education institutions) lead to the soft budget constraint (SBC) and the excessive loans of HEIs. Since information asymmetry and incentive are incompatible, policy burdens will result in the adverse selection of the president, and the excessive loans and low efficiency of HEIs. When HEIs are with policy burdens, the government’s restriction of the loan autonomy of HEIs is usually a hypo-optimizing institutional arrangement. The key to hardening budget constraint of HEIs is to free HEIs of policy burdens. __________ Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(9): 37–42     

Comparative study of faculty evaluation of teaching practice between Chinese and U.S. Institutions of higher education

Along with the “massification” of higher education in China since the late 1990s, the issue of quality and excellence appeared at the top of China’s higher education agenda. Since faculty evaluation of teaching is one of the major approaches adopted by China’s higher education sector to pursue quality and excellence, it is valuable to examine the effectiveness of faculty evaluation of teaching practices adopted by the Chinese higher education institutions (HEIs). Study of current literature reveals some similarities and differences between the faculty evaluation of teaching policies and practices between Chinese and American higher education sectors. This paper examines the specific practices adopted by some top-tier Chinese HEIs and American elite colleges and universities, summarizes and analyzes the major differences and similarities of faculty evaluation of teaching practices between these two countries’ top-tier HEIs, and discusses the applicability of the American models to the Chinese setting of higher education. Finally, a set of best practices regarding faculty evaluation of teaching are proposed for Chinese HEIs.     

中国高校贫困生助学体系存在的问题与思考

By sending out questionnaires to 106 counselors of 98 colleges and universities, panel discussion and interviewing, the authors implement a fairly comprehensive survey on the development of the financial aid system of assisting impoverished students in higher education institutes (HEIs) in China, including national student loans, award fund supported by government, on campus work-study and subsidy, etc. This paper aims at probing into some major problems that exist in this system and offer some suggestions and countermeasures on how to improve and develop the system. __________ Translated from Guojia Jiaoyu Xingzheng Xueyuan Xuebao 国家教育行政学院学报 (Journal of National Academy of Education Administration), 2006, (11): 76–81     

On the discrepancy of access to higher education in a province with a large ethnic minority population

Based on a survey of students from different social strata, different family backgrounds and different levels of access to higher education in 10 higher education institutions (HEIs) in Yunnan, an ethnic minority (EM) province, this essay tries to find out the discrepancy in the enrollment opportunity of higher education for children from different strata in the EM province in order to find a breakthrough to narrow the gap. Translated from Changchun Gongye Daxue Xuebao 长春工业大学学报 (Journal of Changchun University of Technology), 2006, (1): 9–16     

中国高校合并前后科研生产率动态变化的Malmquist指数分析

This paper describes the dynamic changes in research productivity of Chinese higher education institutions (HEIs) before and after merger with Malmquist index, and decomposes the total factor productivity change index into catching-up effect, scale effect and frontier-shift effect. The main finding is that technological improvement and innovation are important factors to improve scientific research productivity of Chinese HEIs. __________ Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2007, 28 (1): 62–70     

规模扩大与高等教育入学机会均等化

This paper explores the role of socio-economic status in determining access to higher education over time. Findings show that the overall equality of higher education opportunity has improved because of the inclusion of more marginal students into lower-tier higher education institutions (HEIs); however, students from higher socio-economic status have benefited disproportionably from the expansion in elite universities. A brief discussion of the potential implications is presented. Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2006, (1): 24–33     

历史的烙印:我国高校设置的特点分析

我国高校设置近百余年的发展带有七个方面历史的烙印:院校的分离与合并、高师独立与融合的纷争、重点大学制度、分区设置原则、部门办学的争端、私立高校的兴衰与外人办学的立案.     

Estimating the degree cost functions of the Philippines public and private higher educational Institutions

A flexible one-output and two-input cost function is estimated for the degree program offerings of public and private higher educational institutions (HEIs) of the Philippines, employing the data from a nationally representative sample of 29 HEIs. This model, called Flexible Fixed Cost Quadratic cost function includes as output—full time equivalent degree program enrollment, and the two factor inputs—teaching cost and operating cost per student. Units of observation are the degree programs being offered by the sample HEIs. Results indicate that public and private HEIs exhibit structurally different cost functions, with the public sector enjoying markedly better cost efficiency and over-all scale economy.     

Constructing a brand identity scale for higher education institutions

Malaysia is a newly industrialized market economy and reliant upon foreign direct investment to increase its economic outlook. Being located in a strategic position between Asia, Australasia and Oceania has made it an attractive proposition for foreign higher education providers wanting to expand their international presence. Despite this, there are many market and regulatory challenges facing foreign providers operating as private higher education institutions (HEIs) within Malaysia. To gain a competitive edge they must clearly understand how the many cultures, values, norms, behaviors, and mindsets within Malaysia can be used to drive strategy. Unfortunately, very little is known about Malaysian perceptions of private HEIs compared to public HEIs. By drawing upon utility theory, the aim of this research is to construct a scale for measuring brand identity of HEIs in Malaysia. Data from a sample of 371 students from private and public HEIs in Malaysia were collected and analyzed using structural equation modeling to form a two-factor measurement model consisting of visual and verbal identity cues. Tests of differences were performed, which showed dimensions such as distribution channel, public relations, promotion, core service, price, and system having significant differences between private and public HEIs.     

An empirical analysis of the performance of Vietnamese higher education institutions

This article provides an analysis of the academic performance of higher education institutions (HEIs) in Vietnam with 50 universities and 50 colleges in 2011/12. The two-stage semiparametric data envelopment analysis is used to estimate the efficiency of HEIs and investigate the effects of various factors on their performance. The findings reveal that HEIs in the surveyed sample show that there are still potential avenues to improve their existing performance. There appears to be a difference in the efficiencies of public and private HEIs in the reported year. It is noted that the inefficiency of HEIs are not entirely a result of managerial performance, but also influenced by other factors such as location, age and the contribution of tuition fees. Our results are expected to provide more understanding of the operational efficiency of HEIs for educational managers and policymakers to find possible solutions to improve the performance of Vietnamese higher education.     

Quality,pedagogy and governance in private Higher Education Institutions in Egypt

Building on a mixed method research approach, this article reports on an analysis of the difference between public and private higher education institutions (HEIs) in Egypt in terms of teaching methods, quality assessment approaches and alumni engagement. An analysis of the survey data compared the experiences of 1 713 graduates of both private and public HEIs. Qualitative case study data seeks to explain the noted differences and similarities. The analysis showed that both types of institutions fall short of providing student-activating teaching methods; engaging students in quality assessment; or supporting graduates through job placement services. The analysis related the similarity between the two types of institutions to the state governance approach and its focus on education inputs, recommending a shift to an accountability regime that is focused on education outcomes and performance.     

A financial perspective: categories of higher education institutions

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. __________ Translated from Peking University Education Review, 2004 (2)     

多国高等教育大众化模式比较研究

Four financial models of massification of higher education are discussed in this essay. They are American model, Western European model, Southeast Asian and Latin American model and the transition countrie’s model. The comparison of the four models comes to the conclusion that taking advantage of nongovernmental funding is fundamental to dealing with financial difficulty faced by higher education. As a result, it can be argued that the declining of higher education quality does not necessarily have to do with schooling system. On the contrary, the development of private higher education helps the activation mechanism of competition so as to cultivate talents needed by the society. __________ Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(3): 1–8     

The public/private divide in higher education: A global revision

Our common understandings of the public/private distinction in higher education are drawn from neo-classical economics and/or statist political philosophy. However, the development of competition and markets at the national level, and the new potentials for private and public goods created by globalisation in higher education, have exposed weaknesses in the traditional notions of public/private. For example, (1) the statist notion that higher education is always/already a public good blinds us to its role in producing scarce positional private goods, even in free systems; (2) because there is no global state, both statists and neo-liberals model the global higher education environment simply as a trading environment without grasping the potential for global public goods in education – goods that are subject to non-rivalry or non-excludability, and broadly available across populations, on a global scale. Yet higher education in one nation has the potential to create positive and negative externalities in another; and all higher education systems and institutions can benefit from collective systems e.g. that facilitate cross-border recognition and mobility. The paper sets out to revise public/private in higher education. Rather than defining public/private in terms of legal ownership, it focuses on the social character of the goods. It argues that public/private goods are not always zero sum and under certain conditions provide conditions of possibility for each other. It proposes (a) units in national government that focus specifically on cross-border effects; (b) global policy spaces – taking in state agencies, individual universities, NGOs and commercial agents – to consider the augmentation, distribution of and payment for global public goods. This paper has been adapted from a keynote address to the Conference of Higher Education Researchers (CHER), University of Twente, Enschede, 19 September 2004. The CHER conference was focused on the public/private question. Warm thanks to Erik Beerkens, Jurgen Enders, Marijk van Wende, Ben Jongbloed, Guy Neave, other colleagues who took part in discussion at the CHER conference, and the reviewers for Higher Education.     

Good practice for enhancing the engagement and success of commencing students

There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented in higher education, may require additional transitional support to “level the playing field.” The challenge faced by HEIs is to provide this “support” in a way that is integrated into regular teaching and learning practices and reaches all commencing students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT) designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution. Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson et al. in Stud Learn Eval Innov Dev 6:1–15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT as an example of transition pedagogy in action.     

扩招后中国高等院校的贷款融资行为与财务运作特征

1999年以后,随着我国高等教育的跨越式发展,高等院校银行贷款现象推动了高等教育资金来源的多元化与市场化趋势。贷款收入已成为继政府拨款、学杂费收入之后,我国高等院校筹措资源的第三个主要渠道。本研究采用相关数据收集分析和实地调研考察的方式,对高校贷款融资选择的成因、高校财务运作特征、负债规模与高校财务运作特征间的关联性进行了深入系统的研究。研究结果表明:第一,扩招后在政府财政支持力度的减弱和学生数量剧增所导致的经费需求急速膨胀的双重压力之下,高校举债运作是在政府政策引导下金融机构和高等院校的共同利益契合的体现;第二,高校贷款推动了高等教育系统的再分化和机构间差距的再生产;第三,通过高校负债规模的影响因素分析发现,负债规模不仅受到高校类型、学术卓越性、学生规模的影响,同时与高校财务的健全状况之间存在着密切的联系。