Behind the Rhetoric: women academic staff in colleges of higher education in England

The paper is based on research into the position of women academic staff in a sample of colleges of higher education in England. This reveals a pattern of entrenched sexual inequality in these institutions, especially at middle and senior management levels. A similar pattern has been found in the university and polytechnic sectors of higher education. However, in the colleges there is an even greater disjunction between the sexual distribution of students and staff. The research is related to recent literature on equal opportunities in education. It is argued that the formal curriculum of equal opportunities is continually subverted by a hidden curriculum of unequal opportunities. Finally, several approaches to positive intervention are suggested.     

The influence of sociocultural and structural contexts in academic change and development in higher education

Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.     

高等教育的依附发展与学术殖民

一些国家高等教育的发展受到少数几个国家高等教育优势地位的支配,或者说,一些国家高等教育的发展依赖于少数几个国家高等教育的主导。因此,依附的实质是不平等的国际政治、经济关系在高等教育领域的反映。就高等教育而言,谋求发展的惟一出路在于:参与国际竞争,融入国际化的潮流。中国的高等教育只能在不平等的竞争中走向国际化,让世界的成为中国的,让中国的成为世界的,是中国高等教育国际化的两大战略目标。     

论高等学校干部领导力的开发--兼谈西华师范大学培养干部领导力的探索

领导力是基于领导者个人素质并影响他人自觉行为的一种无形的力量。培育与开发高校干部的领导力,是加强高校干部队伍建设的必然选择,也是高校干部队伍建设的主题。针对高校发展战略的需要,对干部的抱负与方向、战略思维、变革管理能力提出更明确的要求,采取多种形式培育和开发干部领导力,对高校干部的健康成长,促进学校事业的发展具有重要意义。     

美国高校教师管理的新变化及原因探究

本文介绍了美国高校教师管理中大量聘请兼职教师、增加非终身制教师的比例以及改革终身教授制度等新变化,并对产生这些变化的原因进行了简要分析.     

Efficiency in higher education — Concepts and problems

The problem of measuring efficiency in higher education is of increasing importance because of changes in socio-economic conditions and most notably rising enrolment rates. The article discusses problems of definition which occur in studying efficiency in higher education especially on a comparative basis. Illustrations are drawn from formulations of the problem in countries with different socio-economic and higher education systems.     

论教育学院学科带头人的培养

本文旨在探索一条适合教育学院特点的学科带头人培养途径,作者首先阐明培养学科带头人的前提是加强学科建设,并论述了加强学科建设的三大任务;在此基础上,阐明了学科带头人应具备的条件以及精心选拔,严格考核,流动遴选的操作程序;最后提出了加强学科带头人培养的三方面的途径与措施。     

Modeling black student academic performance in higher education

Recent research has noted differences in the predictive efficacy of educational attainment models produced for whites as opposed to blacks; and called for more resolution in the findings on blacks in advance of further comparative analyses. The National Study of Black College Students (NSBCS) is employed to develop a model that distinguishes between high- and low-performing black undergraduates attending public, four-year institutions. In the NSBCS sample (N=695), discriminant function analysis identifies several institutional and student characteristics which are related to black students' educational outcomes. Specifically, students with both high occupational aspirations and high academic performances tend to be male, attend comparatively larger schools, and, to a lesser degree, be relatively well-adjusted upperclassmen. When academic performance is the sole issue, it is positively correlated with institutional quality, but the advantage belongs to black females. Contrary to the suggestions of previous research, black community sentiment did not have relationships with educational outcomes to the extent expected. These results suggest that future models of black educational attainment marry traditional Wisconsin-type measures with institutional and student attributes.An earlier version of this paper was presented at the 1983 meetings of the American Sociological Association, Detroit, Mich.     

Policy change in higher education: the New Zealand experience

For over one hundred years, the structure of the New Zealand education system has been basically stable. After re-election in 1987, however, the Labour government initiated a major reform of the system, from early childhood to tertiary. Although the pace of change has been great, most of the changes are only recently in place or, in the case of the tertiary sector, not yet fully operative. It is, then, too early to assess the consequences of the changes except rather intuitively. Nevertheless, this is an opportune moment to begin to document and analyze the changes in the tertiary sector.     

Strategic change in Swedish higher education

Organizational fields, in theory, are held to become increasingly isomorphic and standardized over time. At first sight, Sweden's system of higher education is an illustrative case. In its major post-war event, the radical 1977 reform, a variety of means was introduced to pave the way for goal-driven planning and management. The intentions were overall homogeneity and rationality. This is quite in accordance with the theory of organizational fields. Yet, despite intentions, homogeneity remained a rather thin veneer, unable to prevent various forms of disparity from breaking through. Reality, therefore, was more on par with Trow's and others' theses of differentiation in mass higher education; isomorphism taking the place of a formal, inconvenient façade. Effects of four principal reform aspects are discussed in the present article: admission, instruction, institutional classification, and organizational framework. In the analysis of the last-mentioned aspect, a theory of planning cultures is introduced. Further changes in the wake of the reform are also touched upon. The results are discussed in a final section, where alternative re-reform measures and outlines for further research are put forth. Intended and unintended consequences, including dysfunctional ones, are subjects of attention throughout the article.     

河北省人口变动与普通高等教育的发展

自上个世纪末期以来,河北省普通高等教育规模出现了跨越式的发展,招生人数由1998年的17.85万剧增到2011年的48.53万,高校数量由48所增至110所。通过对河北省未来10年的人口预测分析表明,未来几年普通高等教育适龄人口将快速减少,到2015年将降至374.51万人,不及2008年峰值725.27万人的52%;适龄人口迅速锐减与高校招生规模急剧扩张"剪刀式"发展趋势,将导致高考录取率在2015年突破百分之百,千军万马拥挤"高考独木桥"的历史行将结束,高等学校将面临生源短缺危机。     

高等教育制度创新是高等教育发展的源动力

从“大学是什么”、“大学之道是什么”入手,揭示大学制度建立发展中的基本问题,阐明制度创新是大学数百年发展进程中的不变动力。立足现实、面对挑战、着眼未来,提出了中国高等教育制度在新世纪创新发展的四项原则,并诠释中国大学应具有的理念,强调要坚定追求真理的职业信念、高扬理性。     

Institutional change and higher education

Institutional change includes the supplanting of the old model of production with a new one, the elimination of old markets and the emergence of new ones. As higher education around the world shifts from national markets to an integrated transnational market, and possibly toward a virtual market, Christian higher education, like other market sectors, will have the opportunity to redefine its market niche. Emerging opportunities linked to new institutional rules will challenge higher education in ways that may not yet be obvious to its present managers and faculties. How the university in its portfolio of options might negotiate the elimination of old markets and the creation of new markets is the subject of this essay. A general set of principles and recommendations is offered.

Student characteristics and academic performance in higher education: A review

This is a review of the recent literature on student characteristics and their predictive potential for academic achievement. Results are not optimistic, often contradictory, and on the whole account for little variance beyond that accounted for by tests of intellectual ability. Researchers often use different performance criteria and so results are not comparable. However, there has been much complex, diverse, and unique work done on personality and motivational factors but no clear trends have emerged. Other factors investigated have been home and class background, study habits, previous withdrawal, and expectations. The review concludes by demonstrating the usefulness of the cluster analysis approach which indicates groups of students with similar patterns of characteristic criteria.     

90年代的罗马尼亚高等教育改革(1989～1995)

巨变后罗马尼亚的高等教育发生了翻天覆地的变化.本文从公立高校、私立高校、就业市场、政策法规等不同方面描述了罗马尼亚高等教育在20世纪90年代前半期的发展情况和面临的问题;并阐述了政府针对这些问题在高等教育结构、拨款渠道的多样化、人事制度以及政府管理职能的转变等方面采取的改革措施.     

高等教育的结构变化

本文从高等教育系统和大学这两个层次分别论述了20世纪90年代以来日本高等教育的重大的结构变化,并着重分析了产生这些变化的原因,包括大众化,市场化和全球化这三个国际大趋势及日本国内的人口、经济和政策方面的变化等,最后指出这次结构改革成功的关键是要建立一个崭新的健全的高等教育评价系统。     

Students with learning disabilities in higher education: academic strategies profile

This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed.