东南亚国家私立高等教育政策比较

东南亚国家的私立高等教育政策基本上反映了当今世界各国对私立高等教育的态度和认识。我国在国情上与东南亚国家有相似之处。比较东南亚国家的私立高等教育政策 ,吸取其经验和教训 ,国家应进一步大力支持和鼓励民办高等教育发展 ;应尽快为民办高等教育立法 ;应对民办高校给予资助 ;应加强对民办高等教育质量的监控。     

德国高等教育国际化的最新进展：跨国高等教育的兴起

介绍德国高等教育国际化方面的政策和实践,重点探讨起步中的德国跨国教育以及对中国的启示。提出中国高等教育机构应加强和处于海外办学起始阶段的德国高校合作,提升其科技与工程教育水平。     

文理特色高校的新工科建设探索

文章从人文社科与工程教育融合、校企合作与产教融合、“互联网+”与教育平台融合、虚拟仿真与“5G+”技术融合等四个方面,探讨新工科形态下文理特色院校新工科建设的自身优势与面临的挑战,提出创新与融合、协调与共享的建设理念,以期为不同类型高校的新工科建设提供一些思路和借鉴。     

Leadership training in science,technology, engineering and mathematics education in Bulgaria

This synthesis paper explores current leadership training in science, technology, engineering and mathematics (STEM) education in Bulgaria. The analysis begins with discussion of global factors influencing the implementation of leadership training in STEM education in general and then presents information about the current status of leadership training in Bulgaria with emphases on the country's economics, politics and geographical location as specific factors influencing leadership education. A short background of Bulgaria is presented with regard to population, gross domestic product, educational system, engineering force and possible need for leaders in industry in Bulgaria and the European Union. The paper provides an overall view about the current status of leadership training in all Bulgarian universities offering STEM education and concentrates specifically on two major universities by examining their currently offered programmes. As part of the discussion, similar training elements in other European countries and the USA are presented.     

弹性学习与高等教育的变革

作为一种新型的人才培养模式,弹性学习已经成为许多国家高等教育政策的主题。随着全球化进程的加速和弹性学习的实施,传统研究型大学垄断高等教育的地位已被打破,各种新型大学不断涌现出来,以满足不同学习者的教育需求;＂面授教学＂至高无上的神话也告破灭,学习者对接受高等教育的方式拥有了更多的选择;知识的选择与配置不再完全是教师预先给定的,而是师生共同建构的结果;高等教育与社会的联系更加紧密,学术自由、大学自治和绩效责任之间保持适度的张力已成为一种必然趋势。     

比较视野下中英高等教育质量保障体系探析

英国作为高等教育质量保障体系较为完善的国家之一,其质量保障体系优于我国。中英两国高等教育质量保障的历史背景和发展状况有所不同,比较两国高等教育质量保障体系在政策法规、评估标准、评估主体、评估队伍专业性以及评估结果的不同,并从政治背景、传统文化和实践历史长短的角度分析两国高等教育质量保障体系差异存在的原因,可以为我国高等教育质量保障体系的进一步发展和完善提供借鉴。     

德国在阿拉伯国家海外办学模式研究

随着全球化进程的加速,海外办学成为德国高等教育国际化的重要内容,而处在经济社会转型期的阿拉伯国家对高等教育有着迫切的需求,这为双方的教育合作打下了基础,阿拉伯国家因此成为德国海外办学的重点区域。德国大学在该地区设立海外分校、开设联合专业、联合开办大学,其中联合开办大学是德国在该地区海外办学最重要的形式。德国在阿拉伯地区的海外办学有着不同于其他国家的特色,体现出强烈的政治化倾向、分布在经济欠发达国家及新兴市场、带有发展援助性质、专业以工科自然科学为主、并提供海外交流机会。     

中美高校教育制度比较三题

知识经济是当今世界经济发展的主题,创新力则是其中最为关键的一环。决定创新力的重要因素在于高等教育制度,而我国的相关政策在激励创新方面效果并不理想。通过对中美学术成果产业化、交叉学科及研究型大学的制度建设进行比照和探讨,在展示了美国高等教育对学生创新能力的激励的同时,指出了我国高等教育在培养学生创新能力方面存在的缺陷,为我国高等教育制度的改革提供一些借鉴。     

An exploration into student learning mobility in higher education among the Arabian Gulf Cooperation Council countries

This paper explores the dynamics of the internationalisation of higher education in the Gulf region. Exploring the presence of foreign universities, international curricula, programmes, students and academic staff, it pays particular attention to the learning mobility of students from the region. Consequently, the aim of this piece of research is to explore the current learning mobility among the GCC countries. The study makes use of secondary data from the UNESCO Institute for Statistics (UIS) on the global flow of tertiary-level students and a survey conducted especially for this study among students from the Gulf region. Considering the literature explored and based on data from UIS and the survey conducted, it seems that higher education in the Gulf region has expanded and that the presence of foreign universities, international curricula, programmes, students and academic staff is a positive experience overall. Although learning mobility has been stimulated in the region, much of it is regionally driven. It seems that the growth of inward learning mobility is not proportional to the growth of foreign universities in the region. The growth of outward learning mobility is predominantly driven by scholarships and the potential for growth on inward and outward learning mobility seems likely to increase in the future. The Gulf countries may enhance learning mobility through multilateral learning and research cooperation by means of scholarships and regulated commercial activities. To emerge as an international education hub, the Gulf countries must become an attractive destination for students from outside of the region as well. The region may wish to draw relevant lessons from regions such as the European Union to stimulate learning mobility.     

National/Global Synergy in the Development of Higher Education and Science in China since 1978

The paper reviews the rapid development of higher education and science in China in the last forty years. It discusses the conditions and strategies of that development, including the ways that it embodies a distinctive Chinese approach to higher education. In particular, the paper reflects on the policies whereby China coordinated with globalization in higher education and science after 1978, in building national capacity and global influence. Scale, nation-state policy goals and accelerated investment on their own are necessary but not sufficient (otherwise Saudi Arabia’s research universities would be stronger than they are). The effective national/global synergy developed by China, made possible by the international openness and part-devolution to science communities that was implemented in the Deng Xiaoping era, has been crucial in the rapid rise of China’s universities and science. This national/global synergy—and its potentials, tensions and limits—in turn has determined the nature of the achievement and will shape its future evolution.     

Accountability in higher education: Bridge over troubled water?

This article discusses the impact ofaccountability on higher education policies inEurope and the United States. We describe howthe accountability movement relates to otherpolicy trends in higher education, providingempirical data on how accountability wasimplemented and how academics and managers infour universities perceived these policies. Weclose the article with a reflection on theobserved shift from professional to politicalaccountability that uses `soft' mechanisms thatseem to offer little change in the quality ofeducation in these countries.     

国外政府干预私立高等教育方式初探

国外私立高等教育历史悠久,在整个高等教育体系中占有极为重要的位置,发展也日趋成熟;我国的民办高等教育在高等教育大众化进程中扮演着重要角色.一些国家采取了多种途径和方式支持私立高校的发展,这为我国政府出台相关政策、促进民办高等教育的发展提供了有益的经验.     

Harmonising Higher Education and Innovation Policies: Canada from an International Perspective

This paper focuses on the relevance of harmonising higher education and innovation strategies in the context of fostering economic growth, illustrated by the particular weak point in the case of Canada. The present-day market for highly-skilled labour is global and therefore increasingly porous. A government that wishes to avoid losing its highly-skilled workers to countries that can provide more attractive conditions must aim at investing simultaneously in tertiary education and science and engineering infrastructure. Ideally, supply (higher education) and demand side (innovation) policies would interact in a balanced way. Canada is located at the two extreme ends of investment in higher education and innovation and will be compared to other OECD countries. The paper concludes that seeking policy convergence in innovation and higher education with leading countries is not sufficient to reach growth and can produce disappointing results for talented people whose career expectations may remain unfulfilled. It is therefore crucial for a country to develop higher education and innovation 'in harmony' with the global context and also to achieve harmony between other policies and institutions in its own national context.     

再论高等教育的产业属性——兼论高等教育大众化的发展途径

当代,高等教育的产业属性不仅被越来越多的国家所认识,而且有成为发展高等教育的一个重要行动思想的趋势。近年来,一些发达国家的高等学校逐渐接受了投资—回报或投入—产出观念,不断提高学费标准,积极开拓和扩大高等教育国际贸易市场。为进一步加快我国高等教育大众化步伐,需要在三个方面给予政策关注:提高高等教育的收费标准;进一步推进我国的民办高等教育事业;提升我国高等教育的国际化水平。     

Japanese flagship universities at a crossroads

The increasing pace and scope of global structural change has left Japanese flagship universities at a crossroads. Reflecting upon historical trends, current policy changes and respective institutional strategies for global marketing among Japanese top research universities, the author discusses possible future directions for these institutions and how key decisions may be influenced by selected national policies. By taking a more active role in building flagship universities and making use of higher education for social and economic development, the Japanese government has already taken concrete measures to keep apace with higher education policies of neighboring Asian countries. However, in the author’s view, whether or not Japan can truly develop and maintain world-class universities ultimately depends on an overall improvement in the status of East Asian higher education.     

Informing Institutional Management: institutional strategies and student retention

European universities are facing demands for better student retention, especially in countries where state funding is no longer based on the number of students, but on the number of graduates. An extensive literature on retention focuses on the characteristics of students who leave higher education without a degree. Much less is known about the measures taken by higher education institutions to encourage study progress. This article examines whether retention strategies are incorporated into the institutions’ overall strategies and the policies and activities developed by universities to foster study progress and enhance retention rates. The results suggest that the universities’ overall strategies and retention activities are loosely coupled and that the universities tend to use blanket measures addressing retention, regardless of why students are leaving.     

研究型大学建设:拉美与亚洲国家高等教育政策取向

通过高等教育全面提高国家的综合国力和国际竞争力是目前许多发达国家和经济发展速度较快的发展中国家的既定国策。因此最近十几年来,建设研究型大学的热潮在世界范围内兴起。亚洲和拉美的许多国家也纷纷对本国的高等教育进行反思和改革,试图在新一轮的国际秩序整合中打破美国研究型大学在知识创新的主导地位。本文试图对韩国、日本、印度、阿根廷、巴西和墨西哥等国的研究型大学建设状况和改革思路进行分析,发现他们在建设研究型大学过程中遇到的问题,通过对比,发现他们在研究型大学建设中采取的策略与措施。     

Harnessing the Environmental Professional Expertise of Engineering Students—The Course: “Environmental Management Systems in the Industry”

More and more technical universities now advocate integrating sustainability in higher education and including it as a strategic goal for improving education’s quality and relevance to society. This study examines 30 fourth-year chemical engineering students, graduates of a university course designed to combine their terminological domain with sustainability-oriented goals, focusing on topics like corporate sustainability, developing environmental policy, introduction to ISO 14001—Environmental Management Systems (EMS), and environmental legislation. The study explores their perception of industrial-environmental issues and asks—How did the study unit influence the students’ ability to use their preexisting scientific knowledge, while relating to industrial-environmental issues? Our findings indicate that engineering students can develop industrial-environmental awareness, and make use of interdisciplinary knowledge beyond that strictly related to the realm of engineering. Regarding the research’s particular aim—i.e. determining the study unit’s influence on students’ ability to relate industrial-environmental issues to their own field of engineering—the findings indeed show a change in the students’ conceptions of environmental elements related to industry. The course graduates became more attentive to the environmental aspects associated with building and opening a factory, and the concepts they raised in connection with the topic gained in variety.     

新时期研究型大学工程教育改革探索与实践

文章在回顾世界各国工程教育发展的历史和现状的基础上,提出当前我国工程教育发展面临的机遇与问题,并针对这些主要问题,以天津大学工程教育改革为事例,从工程教育人才培养方案、高层次工程人才培养模式、工程教育创新实践教学体系构建和实践教学改革等几方面入手,对新时期研究型大学工程教育改革进行有益的探索与实践,为兄弟院校提供有益借鉴。     

Identifying administrators’ and faculty’s perspectives regarding CAEP accreditation in a College of Education: A Q methodology research

In higher education, accreditation involves an external quality review process that scrutinizes universities, colleges, and educational programs to ensure that the education provided meets acceptable quality levels. Often considered the gold standard for institutions, the accreditation process originated in the US and quickly moved beyond American borders. Specifically, the Council for the Accreditation of Educator Preparation (CAEP) has moved to provide ‘legitimacy’ to universities in the Gulf Cooperation Council (GCC) region. Using Q methodology, this study examines faculty and administrators' perceptions regarding CAEP accreditation of a College of Education (CED) in the GCC. The results identify an apparent discrepancy among participants’ perceptions regarding the CAEP accreditation’s advantages and disadvantages, procedures and requirements, and impact on faculty and administrators’ workload and agency.