论创业型大学

创业型大学是一种新兴的高等教育实践形态。尽管它才刚刚诞生,有许多理论和实践中的问题值得深入思考,但是就大学作为一个社会实体而言,创业型大学存在既有它的历史必然又有它的逻辑基础。就创业型大学发展的逻辑和历史看,研究性大学甚或新升格的地方性大学也可以此为未来发展的选择模式。     

高校需进一步开展创新创业教育

在高校开展创业教育、鼓励大学生创业不仅是解决大学毕业生就业问题的一个重要手段,也是深化高等教育改革的重要途径。     

干预与反干预之争——美国首个联邦政府大学评级体系的构建

2014年,美国联邦政府公布《新的大学评级体系框架》草案,直接干预高等教育评估,意图构建自己的大学评级体系.此举引发了联邦政府与高等教育界干预与反干预之争.联邦干预高等教育评估的原因主要是高等教育长期以来存在着学费上涨、毕业率低以及贷款还款违约率高等问题,且认为高等教育现有的评估对此无能为力.奥巴马政府以公平和绩效为导向,意图促进大学扩大弱势群体入学机会,增加大学教育的可支付性以及提升教育结果.但反干预者认为,联邦政府没必要干预高等教育评估,而且其设计的大学评级不但指标体系存在问题,在操作上也不可行.这种干预和反干预之争最终使联邦大学评级体系并没有按照预先设计实行,而变成了简单的信息公布.     

创业型大学：走出象牙塔后的范式

创业型大学是大学走出象牙塔后的一种新兴的高等教育实践形态。由于诞生时间不长,有许多理论和实践中的问题值得深入思考,但是就作为一个社会实体而言,创业型大学的存在有它的历史必然。创业型大学以独立的身份参与了今天创新型社会发展中的创业活动,但并没有改变作为大学所应有的基本的职能,从某种角度看,在创业型大学活动模式下,人才培养、科学研究和社会服务在层次和水平上都得到了提升。由于大学的活动方式的转变,创业型大学的组织和活动关系也相应转型。     

大学自治与问责：美国的经验

大学自治与高等教育问责之间的关系问题是高等教育领域的一个重要问题,大学自治与有限自治是问责的基础,而问责则是大学自治的必然.随着外部势力对高等教育影响的加深,如何平衡自治与问责之间的关系也变得尤为紧迫.美国的经验是:问责的同时保障大学自治;充分了解大学的学术特征;由中介部门实施问责.     

创业型大学的发展之道:以沃里克大学为例

创业型大学是介于传统大学和公司之间的一种特殊高等教育机构,它的管理既保留了传统学术管理的精华,也吸收了现代企业管理的理念,是一种集学术和创业于一体的混合模式.以异军突起的新一代创业型大学的典范和享有国际盛誉的沃里克大学为个案,对其转型成功的决定性阶段进行考察与解读,深入剖析沃里克大学鲜为人知的坎坷经历和独具特色的管理应对技巧,揭示创业型大学独特的运作方式.     

创业型大学研究述评

创业型大学是将知识生产、传承与应用融为一体的大学,代表了高等教育改革与发展的方向.像“研究”成为大学的中心一样,“创业”在经历一个阵痛过程之后,最终将成为大学的第三个中心.不管是教学型大学,还是研究型大学,都可以也应该转型为创业型大学.建设创业型大学,要推进管理体制改革、采取企业化运作模式、实现学术资本转化、培养创造性人才等.     

大学创新与创业教育的理论回顾

在知识经济时代,大学创新与创业教育成为高等教育转型的新思路。对我国大学的创新创业教育而言,如何根据自身的实际将人才培养与科研活动相结合,如何提高大学自身创业能力的集聚,将是高校管理者要重点关注的问题。     

新形势下的大学综合英语课教改

大学英语的教学与质量评估问题一直以来都是一些部门、机构及英语教育的专家、学者们所关心、探讨的问题。为适应我国高等教育发展的新形势，深化教学改革，提高教学质量，满足新时期国家和社会对人才培养的需要，教育部办公厅制定的《大学英语课程教学要求(试行)》中指出，“大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的英语课程。大学英语是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，     

全球知识经济背景下的学术资本主?——《学术资本主义》读后

一、大学变革的范围及其影响联合国教科文组织在2009年7月组织召开世界高等教育大会,并在当月底一篇报道中了分析目前高等教育的现状,其中提到高等教育的一个变化:高等院校已变得更加具有企业性(entrepreneurial,或创业性),它们为公司或政府部门搞有偿研究,并迎合当地企业的需要开发收费课程。这些现象有时不免令人担忧。过分强调创收可能破坏传统的大学活动。人文     

Rethinking the internationalisation agenda in UK higher education

Internationalisation of higher education (HE) affords an opportunity to engage in critical reflection on practices across the sector and to pursue a programme of widespread reform based on outcomes of practitioner dialogue and debate. This opportunity is, however, being largely shunned thanks to the prominence of a marketisation discourse that has claimed the internationalisation agenda as its own, redefining it narrowly in commercially expedient terms. Adopting a broadly Foucauldian perspective on discourse, this article offers a critique of HE internationalisation in the UK. It begins with an analysis of the global trade in HE courses on international markets, arguing that it is inappropriate to treat curricula as though they were merely commodities reducible solely to exchange value. Having questioned the marketisation discourse, the article proceeds to expose the inadequacies of a piecemeal 'infusion approach' to curriculum internationalisation. Simply flavouring curricula with 'international' or 'global' elements fails to address more fundamental issues of the educational process posed by multicultural recruitment and teaching. The critique is founded on a questioning of the cross-cultural validity of purchaser/provider models in general and the student-as-customer metaphor in particular. A 'learning as eating' conception of education finds its apogee in Ritzer's McDonaldised university, with its programmatic reduction of HE, casualisation of teaching labour and 'product' standardisation. The article ends with a polemical call for a reclamation of the internationalisation agenda on the part of practitioners who are interested in creating culturally inclusive, fair and genuinely educational forms of multicultural HE teaching and assessment.     

论大学生和谐创业环境的构建

创业环境的好坏,直接影响着大学生创业的成功与否,大学生创业时,应重视创业环境的研究,有效的应对各种外部环境的变化,充分把握由环境所提出的挑战和环境所提供的创业时机。所以构建和谐的创业环境是大学生成功创业的关键。     

The role of HE in professional development: some reflections on a foundation degree for teaching assistants

Rapid change in higher education (HE) has lead to a reappraisal and debate about the role and ‘mission’ of the university and the university teacher. In the diversification of the HE sector, it is possible to see a shift away from the ‘advancement of knowledge’ as the primary purpose of the HE sector as a whole. This article focuses on a particular dimension of this change referred to as the ‘vocationalisation’ of HE and evident in the growing role of work-based learning (WBL) in the academy. In particular, foundation degrees provide a context for examining the role of WBL and the university in professional development. Analysis of interviews with 19 students on, or progressing from a foundation degree for teaching assistants reveals how they construct their learning and the relationship between work-based and academic learning. The author concludes that notions of ‘equivalence’ between work-based and academic learning are flawed and fail to recognise HE's distinctive contribution to professional learning, and argues for recognition of the distinctive contributions that both WBL and ‘academic’ learning make to professional development.     

Assessment guiding learning: developing graduate qualities in an experiential learning programme

As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders. Issues concerning assessing work-oriented learning are explored as well as what assessment methods might be most appropriate for enhancing and evaluating learning in this context. Feedback from stakeholders on the structure of the programme and its assessment are discussed as well as the question of how to maintain work-related programmes in HE. If such programmes continue to focus assessment and design around student learning, students will not only have the opportunity to apply their knowledge in a practical context, they will also be maximising their personal learning outcomes with the added advantage of being better equipped to compete in an increasingly competitive marketplace.     

Representing 30 years of higher education change: UK universities and the Times Higher

This paper argues that the Times Higher provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the Times Higher, it documents the changing policy climate of UK HE from 1979 to 2010. It offers a broadly chronological account of themes that have emerged as prominent at different times during this period, pointing, inter alia, to fears about threats to the humanities, the rise of various forms of instrumentalism and the incorporation of HE institutions and agencies into a common mindset characterised by a preoccupation with marketing and corporate success. The last of these is embodied in the changing format of the newspaper itself and in its own activities as a key player in the HE sector, notably as a sponsor of university rankings and awards. Whilst being sensitive to countervailing tendencies, the authors suggest that the growing instrumentalisation of HE and related cultural shifts represent a changed ‘structure of feeling’ in UK HE. They conclude that the university rankings, awards and other image commodities that are a key part of this changed structure of feeling now play such a substantial role in the cultural life of universities that the norms of both rationality and professional ethics which tended to prevail in deliberations about university strategy 30 years ago may no longer be taken for granted.     

The entrepreneurial university: a strategy for institutional development

An entrepreneurial university must undertake two tasks: it must train future entrepreneurs, persons who will found their own businesses, and also develop an entrepreneurial spirit in students in all subject areas. Second, it must operate in an entrepreneurial manner itself, organizing business incubators, technology parks, and the like, involving students in these organizations and, through them, assisting students and graduates in the founding of businesses. Financial assistance to start‐ups should eventually be repaid to the given university from the profits made by the maturing companies and then be reinvested in new start‐ups. Thus the entrepreneurial university will contribute to the development of its region, and through co‐operation with other entities, to economic development in general.     

Empowering managers,assuring governors

Largely unknown to most of the world, Kyrgyzstan has a flourishing higher education (HE) sector, with more universities per head than other countries with similar populations. Kyrgyzstan is also a major regional importer of international students in Central Asia. This paper opens up this understudied country in three ways: first, through a brief analysis of the HE sector in Kyrgyzstan; second, by offering a personal view of life on the HE coalface through the findings of primary interviews with university managers in Kyrgyzstan, and third, by identifying five key contemporary challenges of working in Kyrgyz universities. The paper therefore contributes to the limited academic and practical study of HE in Central Asia by offering a new perspective on contemporary global challenges in HE administration and management. The key findings are relevant to organisations seeking to understand the context of working in the HE sector in Kyrgyzstan, and also to individuals and organisations wishing to deepen their comparative understanding of HE sectors around the world.     

创业机会的本质与评估框架

作为一种事后概念的创业机会是创业主体在创业情境中以私人知识产生特定预期并采取行动的竞争性过程中所发展出来的,与创业者的认知过程和行动模式无法分割。创业机会本质上是一个社会建构的过程。创业机会评估的目标在于更有效地帮助创业者跨越从主观的商业想法(创意)到客观的创业机会之间的鸿沟。文章提出了包含“需求端、供给端、连接端”三个鸿沟的形式评估框架并阐述其学理根源,同时提出包含认知转变和适应性行动的创业机会社会建构的动态评估过程。     

创业型大学视域下的高职院校创业教育研究

创业型大学与创业教育有着天然的渊源。创业教育是创业型大学的应有之举,创业型大学为创业教育提供了得天独厚的发展优势,二者的有效融合是创业教育与大学创业行为可持续发展的关键。创建创业型大学是高职院校转型发展的理性选择之一,必须不失时机地建立“创业中心”和“创业实体”,完善与专业相结合的创业教育课程体系,建设创业型师资队伍,推进创业教育再上新台阶。     

从萎缩到发展:创业型大学的崛起--伯顿·克拉克《建立创业型大学:组织上转型的途径》述评

《建立创业型大学:组织上转型的途径》一书从大学的知识、教学、组织等因素展开,通过对强有力的驾驭核心、拓宽的发展外围、多元化的资助基地、激活的学术心脏地带、整合的创业文化的转型途径来阐明创业型大学的建成。该书总结出了20世纪晚期大学对多样化的社会需求所作出的“创业型反应”,对指导其他大学的改革具有重大的理论指导意义和借鉴价值。