中国高等教育自主性发展问题文献综述

中国高等教育的发展面临着国际化和本土化的双重挑战,近年来,理论界在关注高等教育国际化的同时,高等教育的自主性发展问题越来越受到教育理论界、学术界和海外华人学者的关注。本文着重就学者们对中国高等教育自主性发展的历史反思,中国高等教育自主性发展与中国文化、大学改革及学科建设等问题进行了梳理和分析,并提出了中国高等教育自主性发展尚需继续深入研究的若干根本性问题。     

阿特巴赫高等教育国际化思想探析

在高等教育全球化的大背景下,阿特巴赫批判性地分析了高等教育国际化的内涵、动因及前景,其高等教育国际化思想涵盖了教育财政、学术职业、入学机会和学术移民等诸多方面。探析阿特巴赫高等教育国际化思想,找出适合我国国情的高等教育国际化发展战略,对我国高等教育改革和发展具有重要现实意义。     

德国高等教育国际化财政资助探略

近年来,德国高等教育国际化迅速发展,这与颇具德国特色的高等教育国际化财政资助政策有着紧密的联系。德国高等教育国际化财政资助的特点:以联邦政府为主导的多元化资助方式;重科研、重世界一流大学的建设;财政资助政策具有连续性、稳定性并因时而动;充分发挥非政府组织的力量等,这为德国高等教育国际化顺利发展提供了坚实保障,值得我国借鉴。     

新时期我国高等教育国际化面临的挑战及应对策略

我国现代高等教育自诞生至今便是一个逐步国际化的过程。在当今经济全球化及高等教育国际竞争日益剧烈的时代背景下,如何提高自身国际化水平,显得至关重要。在深刻理解高等教育国际化本质内涵与特征的基础上,理性面对当今我国高等教育国际化所遭遇的诸如发展水平不平衡、人才流失严重、商业化气息浓厚、学科竞争力薄弱、教育主权遭受弱化等挑战,从五个方面提出进一步加快我国高等教育国际化进程的应对策略:树立全球意识、培养国际化人才,加强制度建设、营造良好人才环境,深化国际交流与合作,加强学科建设、提高学科竞争力,完善我国高等教育国际化的管理体系。     

新加坡高等教育国际化的特点及其启示

新加坡高等教育国际化在发展过程中,充分利用了国际资源和人才,增加国际间的人员交流与学术交流,形成了一系列具有国际特色的发展战略,这为新加坡的经济腾飞提供了永不枯竭的保障。新加坡高等教育国际化的特点也对我国高等教育国际化的探索与发展有所启示。     

历史视域下我国高等教育国际化对策研究

国际化是当今高等教育发展的重要趋势和必然要求。通过回顾高等教育国际化发展历程,指出当前我国高等教育国际化进程中存在国际化办学理念需强化、师资队伍国际化程度不高、人才培养国际化水平较低、教育教学国际化程度偏低、国际化学术交流合作有待加强等五个方面的问题,进一步提出高校要提升办学理念国际化、力促师资队伍国际化、推进人才培养国际化、深化教育教学改革国际化、推动科学研究国际化等五个实现途径建议,为进一步提升我国高等教育国际化办学水平提供参考。     

高等教育国际化因应方略

从高等教育现代化的视野出发，讨论了高等教育国际化的应因对策，提出高等教育国际化要固本，要着眼本国的教育品质，提升大学的学术水准，宜采取积极主动的方式等观点。     

Do Returnee Faculty Promote the Internationalization of Higher Education? A Study Based on the “2014 Faculty Survey in China”

Abstract

Based on data from the “2014 Chinese University Faculty Survey,” this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education.     

Internationalization of Higher Education: A South African Perspective

The evolution of South African universities continues to be shaped by both apartheid and more recent post-apartheid policies. Yet the South African university system is mainly an elite, low participation and high attrition system, offering a medium quality education. Moreover, there is uneven attention to the opportunities that internationalization might bring to South Africa. The paper explores South Africa’s position in a global, African and regional perspective, and looks at post-apartheid trends in the internationalization of higher education. Finally, it provides an analysis, looking forward, of the essential conditions for more beneficial internationalization. This will include addressing “brain drain” and “brain gain,” global dialogue and mutual learning, and collaborative partnerships, marked by a common commitment to sound academic values, scientific integrity, ethics and social responsibility.     

论UNESCO与WTO在高等教育国际化进程中的不同倾向

本文在分析了UNESCO和WTO两大国际组织的不同性质和宗旨的基础上,从约束成员国的方式、国际化进程的主要方式、对高等教育属性的认识、对高校学术研究的态度、主要合作对象以及发展中国家的地位六个方面,对两者在推动高等教育国际化进程中的不同倾向进行分析和归类,以促进我们对高等教育国际化有一个更加全面的理解.     

日本高等教育国际化政策：演进与趋势

随着高等教育国际化的不断深入, 日本政府制订了一系列发展政策来应对高等教育国际化带来的挑战,在提高高等教育国际化水平的同时形成了日本高等教育的发展模式。近年来日本意识到大学个性的重要性以及留学生政策的独特作用,逐渐完善本国高等教育国际化发展的政策。目前我国高等教育国际化正处于快速发展阶段, 日本高等教育国际化政策的制定与实施对我国高等教育国际化的发展有着重要的借鉴意义。     

教育国际化、本土化与学校个性化

教育的国际化始于高等教育的国都国际化。高等教育的学术本质，决定了凡是真正意义上的高等学校都具有国际性的特征。教育的最初发展是为个人和本土（社区、地方和国家）的发展服务的，国际化是以本土化为基础的，本土化是国际化的内在要求。由现代科学技术主导的知识经济的到来，既推动教育的国际化和本土化，又要求学校的个性化，即要求学校办出自己的特色。     

新建地方性本科大学国际化现状与优化策略研究

新建地方性本科大学的国际化在过去的发展中虽取得了一定的成绩,但仍存在很多不足：对高等教育国际化的理解有偏差,国际化理念淡薄;国际化的校园环境较差抑或缺失;课程、教学内容与学术交流国际化基础十分薄弱;学校特色不鲜明或缺失。这些不足严重制约了学校的国际化发展。为此,新建地方性本科大学的治理者应准确理解高等教育国际化的真正内涵,早日确立学校国际化的办学理念;积极营造国际化的校园环境;加强以课程为主体的教学内容、教师队伍国际化的建设力度;采取非常措施,加快学校的办学特色建设。在新一轮的教育教学改革中,抢抓机遇,逐步实现自身办学的国际化。     

Balancing Economic and other Discourses in the Internationalization of Higher Education in South Africa

Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims. The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding of post-secondary education institutions in the country.     

高等教育国际化:巴西的因应策略与存在的问题

巴西高等教育的国际化水平在20世纪90年代迅速提升。在巴西高等教育的国际化进程中,巴西联邦政府、大学组织协会、高等院校构建起了立体化的组织体系。为提升其高等教育国际化水平,巴西政府采取了一系列措施,包括构建与之相适应的管理体制、开展合作科研、推动人员流动、减少人才流失、拓宽合作网络等等。巴西高等教育国际化战略的成功经验和存在的问题可为我们提供有益的启示。     

高等教育国际化发展模式的反思与我国的现实选择

高等教育国际化发展已成为不可阻挡的潮流。高等教育国际化发展存在两种不同的模式:依附发展式和借鉴超越式。依附发展式的特点是照搬照抄国外先进的教育理念、教育管理体制等,历经几百年依然无法赶超发达国家的高等教育发展水平;借鉴超越式则是在学习先进教育理念和教育管理体制的基础上,把先进经验和本国实际结合起来,创新教育发展模式,最终实现超越。我国高等教育应该走"本土国际化"的发展道路,要实现这一目标,需要重建本国文化精神,建立适合本国实际的学术评价标准,合理解决人才流失问题,在国际交流中主动展现自身特色等。     

加拿大的高等教育研究:历史、新兴主题和未来方向

本文对加拿大高等教育作为一个研究领域的演变进行了大致的描述性分析,主要关注这一领域中学术成就的历史发展;其次聚焦于一些得到相当多关注的新兴主题和研究课题,包括公平、多样性和包容性,高等教育的本土化和非殖民化,国际化,以及学生经历;最后对未来的趋势发表了一些评论。     

Internationalizing teacher education: The case of Belarus

This article describes the unique characteristics of internationalization in teacher education in the Republic of Belarus, by asking how the creation of a national system of teacher education after the USSR??s disintegration has both enhanced and hindered internationalization. The question is answered by providing an overview of the specific challenges in establishing a national teacher education system after the Republic of Belarus became independent in 1991, by introducing a concept of internationalization, and by analysing three components of the internationalization of teacher education in Belarus. The authors conclude that internationalization in teacher education is still weak; it has been hindered mainly by the frequently changing, indecisive, and incoherent national policies that have left little academic freedom for those higher education institutions specializing in the initial education of teachers. The new nation??s various and changing contacts with other countries, in both east and west, call into question the term ??internationalization?? for Belarus, where former national contacts have quickly embraced internationalization.     

Challenges and policies for promoting internationalization—The case of Iranian public universities

The global knowledge economy has turned higher education into a key player in societal development. Internationalization benefits higher education institutions in several aspects, such as improvement and visibility in international rankings, revenue generation via tuition fees and external funding, improvement of research and teaching quality, integration with academic communities and familiarization with scholarly attitudes. In this study, we provide insights into the challenges of internationalization faced by higher education institutions in Iran as a developing country. Several policies and practices have been adopted in Iran to improve internationalization efforts; however, these activities have had little impact on the quality of research and educational programs at Iran's universities. Understanding the challenges they face in a systematic way can help identify different factors and develop a set of suggestions to increase the quality and quantity of international cooperation. We formulate our suggestions based on the opportunities provided by the digitalization solutions in the aftermath of the COVID-19 pandemic and the increasing importance of the UN's Sustainable Development Goals in both global and national environments. We interviewed 15 faculty members in Iranian higher education institutions and 14 managers in charge of international affairs at universities in Iran. In addition, data extracted from three forums on Iranian higher education internationalization are analysed. Using a grounded theory approach, we group the challenges into macro-, institutional and individual levels and then suggest a number of practices and policies to increase the quantity and quality of internationalization efforts.     

中国高等教育要走民族化道路

在高等教育国际化的过程中,出现了诸如理论研究上对西方的过分依附、学术标准的西方化等现象,高等教育自身的民族特色逐渐消失。中国高等教育必须要走民族化的道路,以保证我国高等教育的相对独立性和民族特色,也使民族传统文化得以发扬光大。在这一过程中,要注意国际化与民族化的关系、树立科学的质量观及在大学内开设关于本土知识课程的问题。