美国联邦大学生资助政策的转变及其影响

美国联邦大学生资助政策是联邦高等教育政策的重要组成部分,学生资助政策扩大了高等教育入学机会,促进了高等教育的发展,提高了美国的国民素质和生产力。联邦学生资助政策在实践中不断进行适时地调整和变革,随着财政资助项目的变化,少数民族学生丧失了大学的信心吗？由于债务因素,改变了学生的学术计划吗？这些变化对本科教育质量意味着什么？本文试图探究美国联邦学生资助政策的转变对大学生入学和学习,以及教育质量的影响。     

Quality assurance in Australian higher education: Globalisation and `steering at a distance'

The complex and contested phenomenon of globalisation presents a fundamental challenge to higher education. Arguably, the development of quality assurance mechanisms during the 1990s and into the 2000s is one of the key globalising practices evident in many higher education sectors – in both developed and developing countries. However, there are still too few studies on the implications of globalisation processes grounded in detailed examinations of particular historical times and geographical spaces. It is important to investigate context-specific differences in potentially globalising policies and practices, rather than simply assuming global homogenisation. This paper offers an analysis of policy on quality assurance in Australian higher education over the last decade. It points to the changing discourses on `quality' over the period from a management device to a marketing device. It suggests that, in essence, quality assurance mechanisms have provided the government with an avenue for `steering at a distance', where the controls over universities and academics have not lessened but have changed form. The specific mechanisms used are both similar to, and different from, those evident in quality assurance policies in other higher education systems.     

简析美国联邦政府与高等教育认证之间控制与反控制之争

本文简要分析了美国联邦政府与高等教育之间控制与反控制的历史，认为联邦政府时于高等教育认证的控制有其消极的一面，在一定程度上改变了认证独立、民间的性质，但也有其积极的一面，形成了高等教育自我管理与政府管理的良性关系，完善了认证制度自身等。这双重作用造就了美国现行的独具特色的高等教育认证制度。     

Four stories: confronting contemporary ideas about globalisation and internationalisation in higher education

There is a common distinction between globalisation and internationalisation in higher education scholarship. Globalisation is seen as an over‐arching social and economic process where as internatinalisation is understood as the ways in which institutions of higher education respond to globalisation. This conceptual distinction has also worked its way into the practice of university administration around the world. Drawing on the theoretical work of Foucault and Giddiness, this conception the consequences of the globalisation / internationalisation distinction are analysed through four of higher accounts education strategies.     

美、日、韩私立高教政策比较及其启示

近年来,不论是西方发达国家,还是亚洲发展中国家,均在积极地实施私立高等教育发展政策,这有力的推进了各国高等教育的普及化进程。我国私立高校起步较晚,相应的政策尚不完善,所以,他国的成功经验对我们不无启示。     

The Bologna Process: perspectives and implications for the Russian university

This article draws on the discourses of educational policy in Europe to focus on the implications of the Bologna Process for higher education in Russia. The Bologna Process, as a multi-dimensional discourse involving a variety of social actors, reflects some of the complexities and contradictions of globalisation, in many local cases evoking responses and leading to outcomes which were neither planned nor predicted by the official educational policy planners. The role of international organisations in the reform of Russian higher education is considered and the barriers, limitations and possible consequences of Bologna for the Russian situation are explored.     

美国联邦政府的高等教育政策

美国宪法并未赋予联邦政府任何教育责任或义务，但联邦政府对美国高等教育的影响却从未中断过。从19世纪作为赠地大学的赞助者，联邦政府赠予大量国家土地资助高等教育的发展，到20世纪通过发放学生助学金，为大学提供科研经费等高等教育办学资金，通过联邦政府税收政策影响高等教育，国会及政府的各种管理机构制定各种各样的规章制度影响高等教育事业，联邦政府一直活跃地参与到高等教育事务中。支持高等教育的发展，使高等教育为国家的各种目标的实现服务。     

Access to languages other than English in Australian universities: an educational pipeline of privilege

ABSTRACT

This article explores factors contributing to unequal patterns of access to languages other than English (LOTE) in Australian universities. A critical analysis of qualitative and quantitative data generated through interviews, surveys and document analysis reveals that underrepresentation in LOTE courses in Australian universities is attributable to: (a) unequal access to LOTE learning areas at the school level; (b) low tertiary entrance scores that do not grant access to elite universities that offer broad LOTE course options; (c) differential prior international learning experiences that inform dispositions towards intercultural competence, including proficiency in LOTE; and (d) limited provision of LOTE courses in regional university campuses. We conclude that access to foreign language courses in Australian universities is not equitable, and in the context of globalisation opportunities, this poses a risk of reproducing social disadvantage alongside other structural factors such as socio-economic status and regional background.     

Openness and reform as dynamics for development: A case study of internationalisation at South China University of Technology

Universities worldwide now encounter fargreater challenges, and are subjected to anunprecedented level of external scrutiny. Thechange in governance ideology in the highereducation sector has altered the way in whichuniversities are managed, a phenomenonidentified by Slaughter and Leslie as academiccapitalism. This article examines how Chineseuniversities are responding to this phenomenonin their cultural complexity and socialcontexts, using South China University ofTechnology as an example. At the same time, theconcepts of globalisation andinternationalisation are taken as salientfeatures of our times, and are often mistakenlyused interchangeably. This article argues thatthey are fundamentally different, reflectingphenomena with different rationales, objectivesand effects. By presenting an analysis ofChina's internationalisation of highereducation through an in-depth case study thefindings of this study shed light on thegeneral current state of internationalisationin the mainstream of China's higher education,and underscores the idea that changesattributed to globalisation are modified andfashioned by the particular circumstances andchoices of local institutions. The studyvividly reveals how local circumstancescan be used to manage the global within thelocal. It reports how the selected casecontinues to develop in the context of markettransition and globalisation.     

The rise of the organisational society in Canadian and U.S. textbooks: 1836-2011

ABSTRACT

This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries, creating the foundation for an organisational society, which expands to incorporate global organisations in the post-World War II period. We argue that such portrayals in textbooks both reflect and legitimise the role of organisations in society, strengthening their taken-for-granted status as social actors.     

The academic as consumed and consumer

ABSTRACT

In an increasingly competitive environment that positions students as consumers, universities have become ever more marketised, responding to policy contexts that foreground value for money, consumer choice and competition. The intensity of marketisation is argued to have profoundly affected the nature of academic work and scholars themselves, recreating academics as commodities to be weighed and measured, becoming corporatised, alienated and inauthentic in their practice. Yet with the majority of accounts of the commodification of higher education focusing on students, the actual process of how academics become consumed is under-theorised. This article therefore begins with a discussion of the historical context, providing evidence of the familiar indices of marketisation such as rampant self-promotion, the scramble for external funding and intense competition. It argues that this commodified DNA of the university provides the context for the seduction of the modern academic within the consumer society, a movement from the gratification of needs to the perpetual frustration of desires through the ‘Diderot Effect’ of policy shifts. It concludes with an examination of how contemporary academic work can be viewed through the lens of consumerism and how academics themselves have become consumers.     

Impacts of Globalisation on Higher Education Reform in China: A Trend of Decentralisation and Autonomy

By tracing back the historical context of educational changes, this article explores in detail the impacts of globalisation on China’s higher education reform. A trend of decentralisation in both rights and responsibilities is revealed in terms of structural adjustment, human resource exploitation and retention, curriculum development, and education provision. Also some remaining problems and new challenges from the progress of globalisation are discussed to draw a conclusion that there is a need of combining both centralisation decentralisation approaches in China’s both present and future reforms.     

The Sun Sets on Old England: Contradictions in Conservative Educational Policy

ABSTRACT

The article describes the increasing discrepancy between the curriculum policies of the Conservative government and the policy directions argued for by business organisations and other advocates of a human capital perspective in education. It traces some of the origins of the current Conservative preference for cultural rather than economic goals in this area of policy, and suggests a new understanding of the relationship between neoconservative and neoliberal thinking on the educational right. It argues that a return to ideas and practices developed in the late twentieth century offers a basis for curriculum policy more productive than either human capital theory or Conservative traditionalism.     

Globalisation and education: a review of conflicting perspectives and their effect on policy and professional practice in the UK

Many disparate groups have written about the effects of globalisation on education. Some have promoted its benefits; others have warned against its ill‐effects. This paper is an attempt at coalescing and juxtaposing the respective arguments as they relate to schooling policy and practice in the UK. The growing international pressures of globalisation affect practitioners in unpredictable and different ways, so the development of national policy is tied to the process of translating global trends to local contexts. The current political environment has enabled policy‐makers to drive education in large measure using economic imperatives and to devolve liability for ineffective schooling outcomes to a supplicant teaching profession. Whether or not these approaches are justified, there has been precious little debate around the core issues: what is the purpose of education, what is the role of schooling in safeguarding democracy and what obligation does the state have to the individual beyond encouraging economic well‐being? This paper seeks to illuminate the background to such a debate in a non‐judgmental way; to examine why the skirmishes between opposing factions have instead been had on the periphery – in areas like value‐added measurement and performance‐related pay – and why the teaching profession has so often been a spectator incapable of challenging or mediating the emerging hegemony.     

The social condition of higher education: globalisation and (beyond) regionalisation in Latin America

This article aims to discuss the relationship between higher education (HE), globalisation and regionalism projects focusing on HE in Latin America and Brazil. It is claimed that HE has predominantly taken the diverse, yet concerted and co-ordinated routes of globalisation and regionalisation and, by doing so, been profoundly transformed. The first section considers a set of theoretical categories in relation to the phenomena of globalisation and regionalisation. The second section analyses the global and regional dimensions of HE in Latin America, exploring: (1) the Common Market of the South (MERCOSUR), along with the processes and mechanisms put into place to settle MERCOSUR's Educative Sector. It is argued that despite the political relevance of this regional project, its major developments are still harbouring important but preliminary preparations for future regional positioning and empowerment; (2) it is argued that the commodification, privatisation and ‘marketisation’ of HE, having occupied the centre stage in determined nations of the world, have become the founding conditions of a global market in HE; and (3) the Brazilian HE policies are examined in order to develop an argument about the decisive role played by national government in promoting and adjusting the process of globalisation and the regionalism project for HE.     

美国博士教育的现状与问题

美国的博士教育规模庞大,修业年限在3～9年之间。博士教育模式主要由课程学习、资格考试以及学位论文工作等三部分构成。论文是博士教育计划的核心要素,博士论文要求进行创造性研究,对相应的学科有独特的贡献。博士教育评估由研究型博士学位教育研究委员会组织,由全国研究委员会管理。博士教育资助的渠道包括各州政府、联邦政府、学生学费、大学的捐赠基金、慈善基金会和产业界。美国博士教育的国际化程度很高,国际生是博士生队伍的重要组成部分。尽管美国博士教育是成功的且富有创造力,但也面临艰巨的挑战,主要表现为研究资助越来越影响到博士教育,专业化教育导致博士素质的偏狭与局限,博士教育脱离了变化不定的工作市场的要求,完成学业时间的延长致使博士生求学的积极性降低,以及精英人才短缺等。     

20世纪以来联邦干预下美国学前教育的发展与启示

20世纪以来,联邦政府干预下的美国学前教育经历了三个发展阶段:以追求社会福利为价值取向的发展变革时期;以机会均等与智力开发为旨归的发展变革时期;追求公平与优质的发展变革时期。在促进美国学前教育发展的诸因素中,联邦政府干预的作用至关重要,它保证了中央及地方政府履行学前教育的职责,促进了学前教育的整体发展。     

Issues surrounding English,the internationalisation of higher education and national cultural identity in Asia: a focus on Japan

The English language is significant to the internationalisation of higher education worldwide. Countries in Asia are proactive in appropriating English for their national interests, while paying attention to associated national cultural identity issues. This article examines the ways in which the role of English is interpreted and justified in different countries in Asia, with a particular focus on Japan, as these nations attempt to internationalise their higher education within the broader processes of regionalisation and globalisation and their own nationalist discourse. Through critical analyses and discussions of Japan's two major government initiatives, the Action Plan 2003 to ‘Cultivate Japanese with English Abilities’ and the ‘Global 30’ Project 2008, the article investigates how cultural national identities are shaped, are altered and are put ‘at risk’ in policies and practices for the internationalisation of higher education and the overemphasis on English. It argues for the importance of understanding the intersections of English language policy, the internationalisation of higher education and national cultural identity and also considers how the over-promotion of English in the case of Japan has been energetically driven by the nation building agenda that tends to undermine local languages and what this might mean for internationalisation.     

Taking stock of taking equity: The last frontier of university technology transfer

This paper addresses the question of what potential success factors are relevant when developing and managing higher education–business partnerships. To shed light on this question, the paper presents a review of research literature on the possible success factors in university–industry relations. To shed further light on the factors identified in the literature, this paper reports on an empirical study of cross‐sector collaboration between four regional universities and energy firms in Norway. The empirical study should be seen as a “relevance check” of the factors identified in the extant literature on university–industry collaboration, within the particular context of education‐related partnerships. Based on the review and case studies, implications for management and further research are discussed.