欧美高等教育基准法研究及其启示

用基准法研究高等教育在我国是一个新事物。文章从理论和实践的角度论述了高等教育基准法的概念及其在欧美高等教育中的运用，并分析了该研究法引入我国的可行性。     

基于基准法的高校内部质量保障研究的可行性分析

基准法是一种全新的质量改进方法,其核心思想是通过对最佳实践的学习、模仿与创新,不断完善,持续改进,提升经营管理水平,获得竞争优势。在20世纪90年代被引入高等教育管理和教学领域后,许多国家都有基准法的实践。基于基准法的高校内部质量保障研究的可行性具体表现为:从组织的角度来看,高校符合基准法成功实施对组织的基本要求;从技术实施的角度来看,基准法评估高等教育的工具性适用于高校内部质量保障;从效益的角度来看,基准法对改进高校内部质量有推动作用;从风险因素控制的角度来看,基准法耗时长、管理难等缺陷是可控的。     

国外高等教育基准法分析

基准法是国外高等教育界逐渐兴起的一种新的质量改进方法。它鉴别最佳做法,通过系统的比较分析,向同行学习以促进本院校的绩效改进,在国外高等教育管理和评估中已得到广泛运用。本文在对高等教育基准法简单介绍的基础上,就高等教育基准法特征、优点、实践中出现的问题以及其前景作了分析,并结合当前高等教育出现的新情况探讨了基准法在我国运用的可行性。     

欧美高等教育管理的基准法述评

基准法是组织进行自我评估和自我改善的一种工具,即首先分析和检查本组织的内部工作程序,然后在本行业或跨行业其它组织中寻找相关工作程序的"最佳做法",最后经改编后在本组织中应用这些做法,以期改善绩效.国外高等教育界利用基准法来改善大学教学和行政管理,以期在全球性竞争环境中获取竞争优势.     

教育基准法引入中国网络教育的可行性研究

本文通过对教育基准法研究的介绍,结合我国网络教育所面临的难题,指出了教育基准法引入网络教育的现实意义,从而进一步分析了教育基准法运用于网络教育实践的可行性。这种积极的探索有助于提高我国网络教育资源使用效率和办学质量,是今后远程教育改革的发展方向。     

高等教育治理理论及其原则

高等教育治理理论作为深化高等教育改革的理论创新,在高等教育领域有其存在的实践依据与所遵循的原则.它与高等教育管理的根本区别就是,高等教育治理模糊了高等教育管理中的主客体边界,高等教育治理是通过合作、协商、伙伴关系、确认认同和共同的目标等方式实施对大学的管理,并在治理过程中引入问责机制.     

酸碱溶液的质子条件及其应用

探讨了用零基准法书写质子条件,指出了在计算酸碱PH等方面的应用,对无机及分析化学教学具有指导意义。根据酸碱反应是质子转移的结果,用零基准法书写质子条件式,分五个步骤,并从弱酸溶液、弱碱溶液和弱酸、弱碱盐溶液进行举例说明,然后从质子条件来计算弱酸、弱碱溶液的pH来说明其应用。     

荷兰高等教育凭单制政策述评

自20世纪80年代以来,荷兰作为欧洲高等教育财政改革的先行国家,采用了以产出为基础的拨款模式。并由此对是否将凭单制引入高等教育展开了两次大的辩论和相关实验。文章阐述了这一教育资助政策出台、争议的背景、相关内容及各方观点,认为它是荷兰高等教育在面临巨大财政压力的情况下,引入市场机制以提高高等教育质量和效率的重要举措．是荷兰公共管理改革在高等教育领域缓慢变迁的体现．     

成人高等教育评估运行机制的研究与开发

成人高等教育评估工作,虽然起步较晚,理论和方法尚不完善,但实践表明:它促进了教学质量的提高,改进了高校工作,把人才竞争机制引入了高校领域。在培养适应社会需求人才方面发挥了重要作用,产生了较为广泛的影响。 一、建立成人高等教育评估运行机制的管理理论依据 教育评估是按照一定社会的教育性质、     

高等教育供应链管理初探

高等教育系统是一个服务行业,它非常类似于商业组织中的服务业。高等教育同任何一个企业、组织一样,供应链是天然存在的,所不同的是供应链形态的不同。在教育体制中引入供应链管理,可以大大提高高等教育的效益和效率。     

Practical Considerations When Using Benchmarking for Accountability in Higher Education

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.     

高等教育标杆管理的研究现状与发展趋势

标杆管理是20世纪90年代以来重要的管理工具之一.高等教育标杆管理经过十几年的发展,也已成为发达国家院校研究中较为普遍使用的一种定量分析方法.本文较为全面地介绍了英、美、澳大利亚以及欧洲大陆高等教育标杆管理研究机构的研究工作和成效,讨论了高等教育标杆管理的起源、问题和趋势,对我国相关研究会有一定的启示.     

管理理论在高校管理中的应用

新世纪新环境下,我国的许多高等学校面临着如何提升管理水平的问题。利用管理理论研究领域的先进管理思想,将引导高校管理改革向有效的方向发展。本文分析了教育生态学、教育标杆管理、权变理论三种管理理论在高校管理中的应用,为高校管理改革提供理论的参考价值。     

对上海开放大学的标杆聚焦——以嘉兴城市大学为观测点

聚焦上海开放大学创建这一具有“标杆意义”的事件,以浙江省嘉兴市为个案,进行终身教育体系建设的“标杆瞄准”,以“锁定系统运行枢纽”、“明确改革的领导、主体和方法”、“确定管理的组织工具”为主题,完善嘉兴城市大学改革方案,以期整合、优化嘉兴远程教育资源,构建“终身教育立交桥”。     

Rigour in moderation processes is more important than the choice of method

Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process.     

Developing evidence for action on the postgraduate experience: an effective local instrument to move beyond benchmarking

Summative and benchmarking surveys to measure the postgraduate student research experience are well reported in the literature. While useful, we argue that local instruments that provide formative resources with an academic development focus are also required. If higher education institutions are to move beyond the identification of issues and benchmarking practices, the scope of survey results and their reporting need to enable and foster appropriate changes in disciplinary practices. Robust, locally developed instruments can provide detailed, programme-specific information and foster timely changes in practice with direct benefits for postgraduate respondents. Unlike benchmarked surveys, local tools can adapt to explore and examine specific concerns of students, supervisors and academic developers. Coupling high-response rates and follow-on engagement with participant feedback, well-designed local instruments provide clear and irrefutable indicators to programme and university administrators of specific disciplinary strengths and weaknesses in postgraduate pathways. In this paper, we discuss the development of a research student survey specifically designed to support academic development purposes in strengthening and enhancing the postgraduate experience.     

标杆管理:提高行政效率的过程

在当代中国各级行政机关中,行政效率低下这个问题在不同程度上普遍存在.本文试图通过分析效率低下的原因,相应提出在行政部门引进标杆管理的对策,分析标杆管理的涵义及其实践意义,并就在实行标杆管理时应该注意的一系列问题提出了一些看法,以期使行政效率得以提高.     

Benchmarking Academic Standards in the UK

The Dearing Report in the UK supported the use of benchmarking in higher education, taking as its stimulus the use of benchmarking in industrial and commercial contexts. The UK Government's concern regarding academic standards has raised the question of whether benchmarking could be applied to them.This article reports on a pilot study of the benchmarking of academic standards in the UK, and demonstrates -- with reference to empirical data -- that benchmarking in this context needs to be approached differently from benchmarking in industrial/commercial milieux, since it requires a combination of finely-drawn comparisons and professional judgements if valid conclusions are to be drawn. It is argued that the complexity which underpins academic standards is inimical to the production of statements about standards that will be applicable across the span of a diverse national system of higher education. The argument presented can be applied, mutatis mutandis, to systems of higher education beyond the UK.     

高职院校实施对标管理的探索

＂对标管理＂源于20世纪70年代的美国公司,是企业通过寻找最佳案例和标准,持续进行对照分析、寻找自身存在的差距与不足,不断改进提高,加强内部管理的一种方法。面对国内新的高职教育发展环境,高职院校在业界获得超强的竞争力愈发重要。借鉴企业的做法,探讨了对标管理在高职院校实施的意义、范围和原则,提出了高职院校实施对标管理的基...     

Adult-Centered Practices: Benchmarking Study in Higher Education

Adult student enrollment in higher education is approaching 50%, yet most college and university practices have been designed for younger, traditional age students. This study used an innovative benchmarking research methodology, including surveys and site visits, to identify best practices at selected adult-centered institutions. The findings were distilled into one overarching theme and thirteen related themes. The overarching theme, Adult learner centered institutions have a culture in which flexibility, individuation, and adult-centered learning drive institutional practice reflects the pervasive student-centeredness of the colleges. The thirteen findings and examples of practices from the colleges that were studied can serve as guideposts to colleges and universities seeking to meet the needs of adult students.