澳大利亚国立大学的研究生教育管理

澳大利亚国立大 学(Australian National University,简称ANU)是由澳 大利亚联邦政府于1946年作为当时新 的国家研究中心建立,是国际公认的优 秀大学之一。该校位于澳大利亚首都堪 培拉市中心的黑山和Burley Griffin湖 之间,占地145公顷,有163座建筑。2003 年在校学生12377名,包括3918名研究     

澳大利亚国立大学：目标是做“最好的”

澳国大是一所在教学和研究方面均卓有成效的世界一流大学,其研究及教学水平获得了国际认可,享有很好的全球声誉,吸引了无数来自世界各地的留学生。澳大利亚国立大学（Aus tralian National University,简称ANU）,由澳大利亚联邦政府于1946年依据联邦国会通过的《建校专案法》创建。澳国大的主校区位于澳大利亚首都特区堪培拉的市区,沙利文河从北至南横贯校园,     

澳大利亚国立大学办学理念探析

本文主要从澳大利亚国立大学的办学定位和办学方略两方面来分析了该校的办学理念,为我国创办世界一流大学提供可资借鉴的参考。     

澳大利亚国立大学的办学优势和特色

本文主要对澳大利亚国立大学的办学优势做了概括性介绍,并分析了它的特点,以供我国高校参考和借鉴。     

澳大利亚国立大学国际学生情况分析

随着高等教育国际化的发展,参与国际生源竞争已经成为各国高校发展战略之一。澳大利亚国际学生教育经历了资助、商贸、合作办学三个阶段,开创了颇具特色的发展之路,取得了令世人瞩目的成就。文章以澳大利亚国立大学为例,对其近三年国际学生的基本情况、学校的国际教育优势、面临的挑战等进行分析,期望其成功经验能为我国高校的来华留学生教育提供参考和借鉴。     

澳大利亚国立大学教学管理模式及其启示

澳大利亚国立大学(ANU)的教学管理模式可以概括为把大学建设成一种学习型社区。澳大利亚国立大学的教学模式启示我们:要建设高水平大学,培养创造性人才,应反思教育教学本质,定位大学人才培养目标;更新教育教学观念,由以教师为主体转向以学生为主体;扩大对外开放和交流的力度,提高国际化办学程度;加快技术改造,提高教学手段的现代化和信息化。     

ANU堪培拉的灵魂所在

ANU是澳大利亚国立大学（The AustraliaNantional University）的简称．甚至在没来留学之前,我都不知道这所澳洲最著名的大学就镶嵌在堪培拉这座不显山露水的小城里。也许用镶嵌这种说法对它不够恭敬．因为在我们这些留学生的眼里,ANU简直就是这座小城的灵魂．整个城市的脉搏都随着她的节奏而跳动。     

澳大利亚国立大学的崛起历程、治理结构和校长管理机制

澳大利亚国立大学的世界一流大学成长之路主要得益于联邦政府的大力支持、高水平的师资起点以及其坚持的"研究引导型"教学理念。其治理结构突出表现为符合国情校情的三个特点,即最高权力机关及其职责的法定性和民主性、行政架构的科学高效性和委员会辅助治理结构的学术导向性。在校长管理机制方面,对校长的管理水平和学术水平同等看重,并通过法规、大学理事会和决策辅助委员会对校长权力的合理行使进行保障和监督。     

首届“汉语桥”世界大学生中文比赛获奖选手来信

5月17日,由我国驻澳大利亚大使馆教育处组织的第二届“汉语桥”世界大学生中文比赛堪培拉赛区预赛在使馆大厅隆重举行。由阿德雷得大学、堪培拉大学和澳大利亚国立大学精心挑选的的5名大学生代表各自学校参加了比赛。尽管正值周末,比赛还是吸引了来自澳大利亚国立大学、堪培拉大学30多名学生、部分中文教师和使馆外交官共50多人观摩了比赛。驻澳大利亚大使武韬和夫人也兴致勃勃地来到比赛现场,自始至终观摩了比赛。按照比赛规则,5位选手先后进行了自拟题目演讲、现场抽题演讲、回答问题和才艺表演等项目的比赛。来自阿德雷得大学的蒲德义同…     

The National Technological University

Abstract

Widely shared concerns in the US engineering profession have fostered the evolution of technologies and organizations that today are centred in the National Technological University (NTU). Most engineering graduates enter the workforce with a baccalaureate degree today, as they did in 1900, despite the enormous complexity of modern technology. Furthermore, accelerating technological change makes career‐long learning a necessity. This article looks at the work of the NTU.     

Australian National Character and Australian English

<正>Language and culture have very intimate relationship.From the perspective of sociolinguistics,language is the verbal expression of culture,for a culture's language contains everything its speakers can think about and every way they have of thinking about things.In other words,there are always cultural elements behind the language phenomenon.National character,the concept     

The Rise of the Australian Comprehensive University

Australia is now moving into a unitary system of higher education following the current merger of the advanced education sector with the universities. As Australia will be without a non‐university higher education alternative, the resultant institutions are appropriately termed comprehensive universities. This article examines government policies which resulted in this extensive restructuring and discusses inadequacies in the conceptualisation of the post‐Dawkins university. Responses to the prospect of nationwide amalgamations and the ways in which they are being carried out are also discussed. Reference is made to the main challenges which will confront the new comprehensive universities.

Some have called the new changes in Australian higher education “a revolution”, a characterisation which is not altogether hyperbolic.     

The Australian University in a Multicultural Environment

This article describes how the Australian university system has become increasingly multi‐ethnic and multicultural as a reflection of the greater Australian society that is also increasingly multicultural and multi‐ethnic. As the universities have evolved from being elitist institutions, based on a British model and accessible to only a small proportion of the population, to units making up a mass system, they have had to contend with two contradictory forces: government mandated efforts to increase the representation on university campuses of disadvantaged groups and pressures to reduce government spending for higher education. Increasing efforts, after 1990, on the part of Australian universities to recruit full‐fee paying foreign students have intensified student multi‐ethnicity on Australian campuses while providing near windfall sources of extra funds. Yet there are voices being raised regarding the propriety and the ethics of selling higher education in this way.     

Strategically Managing Entrepreneurialism: The Australian University Experience

While the practice of university entrepreneurship has become an increasingly popular field of study across the globe (Slaughter & Leslie, 1997; Clark, 1998; Marginson & Considine, 2000), few substantive studies have considered international education from this perspective. Alongside other institutions of higher education in the United Kingdom and New Zealand, Australian universities have increasingly pursued ambitious strategies to participate in the booming international education sector.
Undertaking a mixture of strategies from the traditional to the highly innovative, Australia's universities have aggressively and often creatively marketed their offerings in the international education market, and the sector now represents Australia's eighth largest export and third largest services export.
In order to assist in the development of an understanding of how Australia's universities have moved from government dependence to entrepreneurialism, this study focuses in particular on the management of international education as a key dimension of this trend.
While a general overview of the study's findings is presented elsewhere (Poole, forthcoming), this article seeks to contrast the management strategies, structures and systems of two universities in the study. A highly international metropolitan university recognized around the world as a leader in international education is compared with a smaller, regional institution in terms of the relative sophistication and professionalism of strategic management practices and processes. The implications of the differences arising between the institutions are discussed.     

大学的民族性格

大学的民族性格不是与生俱来的,它是伴随着民族国家的生成而出现的。大学的民族性格表现是多样的,它是在守护大学的“学术自由、大学自治”基本理念的前提下,坚定地担负起国家教育目的和民族教育目的的历史使命,且为之竭尽全力,并以其特有的民族精神在国际化进程中成长和壮大,从而服务于自己的国家和民族。     

University Leaders’ Strategies in the Global Environment: A Comparative Study of Universitas Indonesia and the Australian National University

In a global environment in which global, national and local nodes relate freely within common networks, all research universities must pursue strategies for building global capacity and facilitating cross-border staff and student movement and research collaboration. The study compares readings of the global environment, global and international activities and relationships, and global capacity and strategy, in two leading national universities, one in a middle level developing country (Indonesia) and the other in a middle level developed country (Australia). The main tool of investigation was interviews with parallel groups of institutional leaders and leaders of academic units and research centres, in conjunction with study of the national and local contexts. It was apparent that in both cases, while global elements are increasingly important in university strategy, mission and identity, resource capacity remains highly dependant on national government and students. This belies the romantic myth of the ‘stand-alone’ corporate university in the global marketplace. The two cases also differ in some respects. While both universities are peak national institutions, and each respects the other, the Australian university is more strongly placed in the global environment and practical dealings between them are asymmetrical. The study helps to illuminate the dynamics of global stratification and hierarchy between developed and developing nations and institutions in higher education.     

大学:国家精英的加工厂

高等教育大众化的实现,远没有达到教育促进社会公平的目的.即使在标榜民主、平等的西方发达国家,在教育公平的表象下依然存在着教育机构的等级制,而位于等级制塔尖的所谓精英教育机构始终深刻地影响着各国的政治、经济、文化.本文主要探讨法国、英国、美国、日本、德国等西方发达国家在精英教育机构方面存在的异同.