Relationships and Values Among Students and Staff in British and German Higher Education

Financial stringency and neo-liberal influences in higher education are impacting upon relationships and academic values in higher education. The aim of the present paper was to analyse how these forces operate differentially in the UK and Germany. The British students were significantly more satisfied than were their German counterparts with the intellectual and personal relationships that they had with their university teachers; this could, however, be attributed more to country-specific factors, predating marketization, than to the effects of globalisation. Students in both countries clamoured for more practical experience during their university courses; but a number of UK students and almost half the UK staff thought that that insufficient justice was being done to theory in the HE programmes. Though ‘the market’ might be assumed conducive to efficiency, the British respondents (both staff and students) were especially dissatisfied with organisational aspects of their institutions. Many of the German staff believed that the old order of the university as they had known it was passing away and this awareness was painful to them. An erratum to this article is available at .     

环境教育:英国道德教育的重要途径

英国在环境教育上取得的绩效举世闻名。这既源自于英国是环境教育的发源地之一,也得益于其在环境教育上的积极作为。随着时代的变迁,英国不断赋予环境教育多学科的视景与新的意蕴。投射与浓缩在道德教育领域,英国从环境教育的内在特质、道德教育的自身需求、环境教育与道德教育的共同使命等维度,缕析、寻绎、穷究环境教育在道德教育中的应有地位与价值。相应地,环境教育为英国的道德教育注入无限的生机与活力,构筑起一道亮丽的道德风景线,成为推动英国道德教育发展的一条有效途径。     

The internationalisation of higher education: the German perspective

This paper describes the context for and developments related to the internationalisation of higher education in Germany. Considerable mobility of students and scholars already exists, much of it taking place without special public financial support. Nonetheless, more needs to be done to encourage greater mobility. In this connection, Germany makes available financial support for those participating in foreign study or research. More recently, there has been a trend toward support for groups rather than individual students, for a more intensive prestructuring of the stay abroad and a stronger international dimension in larger scientific projects. Both financial support and favourable conditions are seen as necessary for programmes aimed at promoting effective exchanges. The central need, in the face of limited resources, is to develop and implement the most effective ways to bring about internationalisation in systems of higher education.     

德国高等教育的特色及其对我国高等教育的启示

本文介绍了德国的学位制度，讨论了德国高等教育的现状和特色，探讨了德国高等教育的发展趋势和对我国高等教育的借鉴作用，并提出对我国高等教育改革的几点建议。     

The internationalisation agenda: a critical examination of internationalisation strategies in public universities in Ghana

Recently, various strategies have been adopted and adapted by universities in Ghana to re/position themselves in the international arena. Utilising postcolonial and neoliberal theories, this paper critically examines the internationalisation strategies of three public universities in Ghana. Although all the universities have adopted strategies to position themselves internationally, the rates at which these strategies have been introduced differ from one university to the other. Various factors including location, size, age and infrastructural strength influence the rate of involvement. It is argued that the strategies adopted by the universities appear to be embedded in postcolonialism and economic rationales based mainly on neoliberal economic thinking, which sees higher education as a quasi market place where knowledge is bought and sold. The paper argues that universities need to adopt strategies that are proactive and that promote alternative notions of internationalisation in ways that challenge the status quo.     

英国高等教育理念对我国高等教育的启示

英国高等教育的基本办学理念就是高等教育的国际化.英国高校的教师的教育理念和教学方法有别于其它国家.在教育教学活动中,以人为本,以学生为中心,注重人的全面发展和个人多样性才能的发挥,注重培养学生自主学习能力和终身学习能力,培养学生批判性思维.英国的高等教育理念对我国高等教育有许多有益的启示,我国高校要开放办学,教师要不断学习新的教育教学理念和方法;教学要以纲为本而不是以教材为本;对学生的评价要实行多元化.强调过程评价与终结评价的结合等.     

学术资本主义对高等教育的影响分析

学术资本主义自20世纪80年代正式提出以来颇受争议。笔者认为学术资本主义是对传统大学人才培养、科学研究和社会服务职能的拓展与深化,是传统的产学研结合的新形式,是大学在面对国家财政拨款日益减少的情况下多渠道争取办学经费的无奈选择,凸现了大学——政府——市场之间的微妙变化,暗示了高等教育(大学)的本质、功能与属性的变化。为此,笔者对学术资本主义的内涵、成因以及其对高等教育产生的影响进行了初步探讨。     

略论高等职业教育的发展道路

在整个高等教育扩招热潮中,高等职业教育却遭到“冷落”,其深层原因就在于,教育观念尚未转变、尚未真正做到地方化以及多样化的人才培养体制尚未完善,而高等职业教育要解决热中有冷的问题,必须借鉴国外发展职业教育的经验,改变“以自我为中心”的传统观念,树立以社会为中心的“地方中心化”的新观念,走与地方产业相结合的产学合作的发展道路。     

英国模式的高等教育质量保障机制

英国的高等教育历史悠久,其教育质量保障机制也颇为完善。文章旨在通过对英国高等教育质量保障机制的介绍,并深入挖掘质量保障体系背后的价值理念,为我国大众化进程之中的高等教育质量保障体系的建立与完善提供经验与启示,尤其是在成立评估中介机构方面。     

学术资本主义及其对美国高等教育的影响

20世纪70年代兴起的学术资本主义思潮对美国、英国等国家和地区的大学基本定位、专业设置以及科研趋向等方面都产生了深刻影响。面对学术资本主义给高等学校带来的重要影响,我国大学应该采取积极的应对策略,包括建立学术与创业双赢的管理模式,引导高校教师角色的转变,促进学科均衡发展,拓展大学的社会服务功能。     

学术资本主义:世界高等教育发展的新理念

学术资本主义是世界高等教育发展的新理念,其生成是对资源依赖压力和经济全球化的反应,其实质是以市场为导向的知识生产与转化方式.学术资本主义改变了传统的大学理想,使大学具有浓厚的商业气息和功利主义倾向,使大学行为更加贴近社会和市场,办学形式更加灵活多样,办学自主权进一步扩大,创业和服务特色更加彰显,并潜移默化地影响大学教师的身份定位.     

应用现代教育技术推进高校素质教育

应用现代教育技术推进高校素质教育,是当前高校教育改革的重点工作,本文论述了现代教育技术在素质教育中的战略地位、及如何应用现代教育技术来推进素质教育.     

运用整体思维审视高等教育若干抉择

高等教育不是彼此孤立的各组成部分堆成的“机械聚集体”,而是相互关联的各组成部分结成的“有机集成体”。因此,我们必须学会用整体思维方式处理各种高等教育选择问题,而此举的关键在于树立正确的高等教育局整观,即善于从整体与部分、全局与局部、系统与组分的辩证关系出发审视高等教育不同领域、不同层面的选择行为。     

德国职业教育对中国高职发展的启示

总结德国围绕高素质应用型人才培养形成的职业教育发展模式,并通过借鉴其成功经验,提出促进我国高职教育发展的若干策略。     

Reflections on the British Government and Higher Education

This article offers a small contribution towards writing the history of higher education in the United Kingdom in the 1980s. Its emphasis is on what the Government did in that period and the effects of this, and on how relations stood and developed between the Government and the higher education community. Three main topics are identified: resourcing, quality, structure. Across all these the general message is that a pragmatic approach was taken to the evolution and pursuit of policy.     

英国高等教育发展及其启示

英国高等教育的发展历程可分为初步发展、快速发展和逐步完善三个阶段。它具有法律法规的保证、强烈的市场意识、政府的高度重视、教育层次的灵活多样、经费来源的多元化、教学质量的高度重视等主要特色。其发展经验对我国高等教育具有重要的启示。     

学术资本主义视域之下的大学筹资

学术资本主义是近十年来在新自由主义思潮和新公共管理理论的推行中发展起来的一种现象。从学术资本主义的视角对高等教育筹资问题进行研究,回顾学术资本主义理论的发展沿革,探讨高等教育中的"学术人"如何逐步成为大学筹资的重要主体,在此基础上思考大学筹资的价值取向、筹资规律等问题。     

试论职业自我效能理论在成人高等教育中的应用

职业自我效能是自我效能理论在职业领域的具体应用,指个体对自己能否胜任和职业有关的任务或活动所具有的信念。成人高等教育在教学对象、培养目标上的特殊性以及其现状偏差,决定培养成教学生职业自我效能的必要性。本文职业自我效能理论在成人高等教育中的应用提出一系列的具体措施。     

The challenge of internationalisation: A case study on Austrian universities

Abstract

The current interest in governmental assessment and accountability practices appears to result from: (1) an emerging view of higher education as an “industry” (2) concerns about efficient resource allocation; (3) a lack of trust and confidence between governmental and institutional officials; (4) a desire to reduce uncertainty in government/higher education relationships; (5) lack of confidence in institutional governance. Based on these concerns, governments increasingly are engaging in data‐based quality assessment processes. These processes appear to assume that: (1) faculty and administrators know how to improve quality but fail to do so; (2) government officials can assure the public interest in quality; (3) measures of quality can be identified and agreed upon; (4) improving quality requires strong bureaucratic coordination and control; (5) information systems can provide the evidence government officials need to address quality concerns. An examination of literature on organisation decision processes suggest these assumptions are inaccurate.     

大众化--我国高等教育的必由之路

高等教育大众化,是世界各国高等教育发展的必然趋势.当前,我国的高等教育改革和发展正经历着一个由精英型向大众化转型的时期.在中国实现高等教育大众化,是有其客观依据和现实基础的.这不仅是迎接知识经济挑战的必然要求,而且是推进我国经济社会全面发展的需要.