大众高等教育时代大学的理想

在大众高等教育时代 ,必须对大学教育的内在逻辑进行重新审视 ,从人的发展的角度来讨论大学教育在未来的发展。大学作为社会精神文化的中心 ,应该承诺人的自由和全面的发展 ,重视人的自我完善、生命价值以及终极关怀 ,直面人类处境的有限性与其理想追求的无限性之间的张力 ,最终引导人类从必然王国走向自由王国。     

Continuing education and the universities in Britain: The political context

The starting point for this paper is the current ambition in Norway and other countries to increase the rate of entry into higher education of mature students. Intransigency amongst suppliers of higher education on entry standards means that any such increase must involve a greater preparedness amongst adults to pursue access to higher education via participation in higher secondary education. The purpose of this paper is to improve our understanding of the preparedness of adults, or lack of it, to pursue access to higher education through participation in the examination‐based higher secondary education (HSE) for adults. In doing so we must confront the general underutilization of theory in research into participation in adult education coupled to the failure by researcher and theoretician alike to acknowledge the heterogeneity of the field. The article develops a conceptual framework of perspectives on participation in HSE for adults within which the core perspectives are derived from the prevailing theoretical approach to understanding participation in adult education, viz. the motivation‐barriers paradigm. We argue, however, that these perspectives are ultimately only of intermediary status, and that a conceptual framework that does not include their major causal antecedents would be overly reductionist. The framework contains therefore perspectives of a sociological character that not only shed light on the development of the necessary motivation for participation in HSE for adults, but that also seek to account for the structural forces that hinder participation.     

我国高等教育大众化进程中地方高等教育的发展

我国实施高等教育大众化发展战略以来,地方高等教育获得了长足发展,成为大众化的重要推动力量,其与地方社会经济发展的联系进一步加强,管理体制和投入体制改革有了新突破。但同时也存在质量不高、区域特色不明显、经费结构不合理、区域差距不断扩大等诸多问题。为此,需进一步优化地方高等教育发展的政策环境;不断加大对高等教育发展薄弱地区的扶持力度;努力培育区域特色,挖掘地方高等教育的生长点;进一步拓展地方高等教育的筹资渠道,不断提高办学效益。     

Resource reallocation in higher education in Britain

During recent years the Higher Education (HE) sector in Britain has come under government pressure to reduce the scale of its operations and change the nature of its product. Much of the justification for this change has been provided by new right economists [1] who have concluded, on economic grounds, firstly that state supply of HE should be limited to investment in human capital and secondly that additional state finance is justified only to the extent of the value of the external benefits bestowed upon society.It is the purpose of this article to review the conventional economic assessment of HE and examine the policy implications of the economists' analysis. In particular it is suggested that resource redirection within HE is difficult because of the bureaucratic properties of educational institutions. The article concludes that what is required is a methodology to evaluate quality of output and a uniform method of calculating course costs within and between institutions.We are grateful to Professor C. K. Rowley, Dr. R. S. Thompson and P. Lee for helpful comments on an earlier draft. The usual disclaimer applies.     

高等教育大众化背景下的大学生职业生涯教育影响因素解析

大学生职业生涯教育是我国快速实现高等教育大众化过程中应运而生的教育新理念,也是借鉴西方发达国家经验积极化解大学生就业困难以及提高人才培养质量所主动进行的实践探索。在我国高等教育大众化的发展进程中,大学生职业生涯教育的影响因素主要有：社会经济发展方面的动力因素、政府推动方面的主导因素、高校自身发展方面的关键因素和学生成才就业方面的主体因素。     

The logic of mass higher education

Abstract

The distinguishing characteristic of postsecondary education in the past half century has been expansion ‐ the emergence of mass higher education worldwide. Now, many industrialised countries educate forty percent or more of youth in postsecondary education, and developing countries are rapidly expanding as well. Mass higher education brings with it certain inevitable changes in higher education. Among these are a diversification of academic institutions, less homogenous student populations, alterations in patterns of academic work and of the academic profession itself, an increase in managerial control of academic institutions, and, recently, a reliance on distance methods of delivering instruction. These changes are part of the logic of mass higher education, and will be increasingly apparent in the 21st century.     

The stratification of Israeli universities: Implications for higher education policy

Despite the growing body of literature on thestratification of the university systems in the US andthe UK, the treatment of all universities in countrieswhere the system of higher education is publiclycontrolled tends to remain monolithic. This iscertainly true of Israel, where all universities andcolleges are regulated by the Council for HigherEducation (CHE), which considers all universitiesthe ``first layer' of higher education versus the``second layer' of degree-granting colleges. We claimthat the six major Israeli universities – the fiveregular universities and the Technion – are highlystratified into three elite institutions, aiming atacademic excellence, versus three ``targetuniversities' aimed at specific or peripheralpopulations. Drawing on periodical university figurespublished by the Central Bureau of Statistics between1985–1996, we show that the growth of various academicfields and of graduate studies has been limited in thetarget universities. Subsequently, their studentcomposition differs from that of the three eliteuniversities. They have larger than expectedproportions of older students, women, and minority students (Sephardic Jews and Arabs). Threeimplications of these stratification patterns forhigher education policy in publicly controlled systemsare discussed: the extent and stability of universitystratification in these systems; the benefits andlimitations of this stratification process; and itsimpact on further developments in higher education,mainly the expansion of degree-granting colleges.     

Beyond rhetoric: reinventing the public mission of higher education

Tertiary Education and Management -     

Contract cheating in Australian higher education: a comparison of non-university higher education providers and universities

Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.     

Administrative capacity assessment in higher education: The case of universities in Vietnam

Administrative staff are a crucial human capital input in tertiary education institutions. Given the substantial investment in recruitment and selection of administrative staff, efficient and effective use of these staff affects the organisational and financial performance of universities. Whereas much concern has been placed on the performance of academic staff, the ability of a university to obtain an optimal level of administrative staff has not been addressed. This paper investigates whether the usage capacity of administrative staff is maximised in Vietnamese universities. Vietnam has implemented several education reform policies with the aim to improve the standing of its universities in the world’s education market. The process is not only about obtaining and delivering good education quality, but also efficiently using human resources to reach optimal performance and sustainable development. Employing the stochastic frontier input requirement model with data on 112 Vietnamese universities, we examine the presence of excess administrative capacity in these universities, given the existing student outputs and other input resources. We find that, on average, the level of excess administrative capacity is 3.4%, implying an economic loss in universities. In addition, under the analysis of determinants of the variances of the inefficiency effects and the error terms in the input-requirement function, our findings reveal that excess administrative capacity varies according to location and ownership. Some policy implications are discussed to address excess capacity of administrative staff in the Vietnamese context and some key lessons learned for the rest of the world.     

Co-creation in higher education: towards a conceptual model

Students have begun to show interest in adopting active and participatory roles that allow them to interact and work collaboratively with educators. One important aspect of students as partners is a process known as value co-creation. Value co-creation is the process of students’ feedback, opinions, and other resources such as their intellectual capabilities and personalities, integrated alongside institutional resources, which can offer mutual value to both students and institutions. This paper presents the first conceptual model of value co-creation in higher education using a lens of co-creation cultivated through business and marketing literature. The model includes key components of value co-creation, co-production, and value-in-use as well as links to the anticipated benefits of value co-creation. The model can be used to inform and guide practice for the faculty and administration within higher education as well as to broaden the foundation of value co-creation literature.     

关于高等农业院校开展创业教育的几点思考

结合近年来严峻的就业形势,分析了高等农业院校开展创业教育的现实意义,探讨了目前高等农业院校开展创业教育存在的主要问题,进而提出了实施创业教育的途径和对策.     

高等教育大众化背景下社区教育发展探析

随着我国高等教育大众化进程的加快以及政府构建终身学习型社会倡议的提出,势必迎来社区教育大发展的时代。作者通过对我国社区教育发展的必要性、现实困难的详尽分析,指出我国社区教育未来发展方向是促进学习型社区的建立,在学习型社区广泛建立的基础上,构建我国终身教育体系和学习型社会。