发挥资源优势,为民族职业教育事业服务

本文探讨我校由具有41年历史的民族院校易名改制为技术师范院校以后，如何利用我校传统的和新的学科专业的资源优势，继承民族院校为少数民族和民族地区服务的光荣传统，积极为民族职业教育事业服务。     

Assessing the Teaching Quality of Accounting Programmes: An evaluation of the Course Experience Questionnaire

In recent years, measuring the efficiency and effectiveness of higher edu cation has become a major issue. National governments are now demanding greater public accountability for funds invested in the sector, resulting in the emergence of various performance indicators relating to both teaching and research. The Course Experience Questionnaire (CEQ) was developed to measure the perceived quality of teaching in degree programmes. It evolved from research that identified curriculum, teaching and assessment as key determinants of students' approaches to learning and, in turn, the quality of their learning outcomes. The CEQ data are intended for use in making comparisons within fields of study over time and/or across institutions. However, no European study has reported on its suitability to evaluate teaching within an accounting programme. This paper outlines the development of the CEQ and confirms its reliability and construct validity for use in the accounting discipline in an Irish context.     

网络教学平台使用的师资培动——香港理工大学的经验

面授和网上教学有机结合的整合式教学越来越成为高校教育和培训的主要模式。本文旨在介绍和分析香港理工大学教学发展中心（简称EDC）如何通过网上教学平台的功能,与面授教学结合起来,发挥面授教学和网上教学的各自优势,使教师培训更加有效。EDC的实践表明,在大学教师培训课程中,发挥网上教学的优势,能帮助学员弥补由于有限的面授教学产生的师生之间、学员和学员之间互动的不足。在网上学习中,通过互相的学习观摩和观念碰撞,能激发学员的学习兴趣,有效地促进学员之间进行探究性学习,同时,这种集体学习的方法,能促进在职教师之间的友好交往和学术交流。     

Experiences in education innovation: developing tools in support of active learning

The paper focuses on educational projects developed in the ETSII (Escuela Técnica Superior de Ingenieros Industriales) of the Polytechnic University of Madrid during the past few years. These projects were developed as new tools for enhancing the active role of students, for improving practical teaching, especially by means of virtual laboratories and different sets of problems and exercises, and for promoting self-learning. The paper analyses the use of ICT in teaching, with the case of a developed e-learning platform as a tracking system for subjects. The paper concludes by discussing the new educational trends in the Centre, devoted to develop an active role of students by activities such as peer mentoring and laboratory monitors programs, and competitions for achieving multidisciplinary engineering challenges.     

Performance Indicators as a Foundation of Institutional Autonomy: Implications for Higher Education Institutions in Europe

There has developed moderate discussion in European higher education about the use of performance indicators for both accountability and evaluation purposes. This paper begins by summarizing governmental expectations, institutional objections, and several of the controversies surrounding performance measures. We then report on using performance indicators for both external accountability and strategic planning in a case study of a public research extensive university in the United States, including how the flows of resources and students have changed following the use of institutional performance measures in strategic planning.     

The Teacher,the Schools Council and the Task of Management

Performance indicators are currently a vogue concept. In this paper some national and international perspectives on the term are described and an analysis made of recent Government publications on the topic. Two current attempts to use performance indicators in TVEI are discussed and a methodology for linking performance indicators to school development is described. The paper concludes that, in order to contribute to quality in education, performance indicators need to be linked to school development plans and to focus on student outcomes and the internal conditions of schools.     

Costing part‐time provision

This article examines the varied approaches which have been adopted to the costing of part‐time higher education, and considers the consequences of these alternative models both for the providers themselves and for national policy. Though the analysis concentrates on face‐to‐face provision in universities, polytechnics and colleges, a series of comparisons are made with the Open University. It is hoped that it will assist in understanding the likely impact of proposed changes in funding where such changes encounter established arrangements. This is especially so in the PCFC sector where a new methodology is proposed for 1990‐91. The research reported here forms part of a larger study supported by the CNAA and Middlesex Polytechnic and shortly to be published under the title: Other Routes. The authors are both members of the Centre for Community Studies at Middlesex Polytechnic.     

Crossing the binary line: the founding of the polytechnic in Colonial Hong Kong

Using the case of the Hong Kong Polytechnic (HKP), this paper examines academic drift in colonial settings. The HKP, like polytechnics in the UK, was supposedly a service sector institution. Under the binary system in the UK, schools in the service division were governed by the state educational bureaucracy, while the universities – the autonomous sector – were under the University Grants Committee (UGC). When the HKP was being founded, however, it became an institution under the UGC of Hong Kong. This article argues that the HKP could cross the binary line because a polytechnic unsubordinated to the local colonial state would be more serviceable to external agents’ interests. This finding suggests that researchers of academic drift – who have hitherto studied exclusively sovereign nations and the impacts of internal factors – should also examine the cases in dependent territories as well as the effects of external influences on such shifts.     

Taylorism,Tylerism and Performance Indicators: defending the indefensible?

This paper explores some of the antecedents to the recent growing interest in the United Kingdom in the use of educational performance indicators, and links it in particular to aspects of both Taylorist and Tylerist philosophies. It attempts to distinguish between different constructed meanings of performance indicators evident in both policy statements and practice. Whilst acknowledging the many potential problems inherent in the adoption of this approach to evaluation, the paper argues that both the nature and use of educational performance indicators are crucially shaped by factors such as purpose, authorship, focus and audience. The paper outlines an approach to performance indicators which tacitly addresses a critique of Taylorist and Tylerist influences, adopting an optimistic view that indicators can be made professionally relevant and useful. At the heart of the paper is an account of a collaborative evaluation project which, over the last 5 years, has supported the development of teacher‐generated indicators across some 80 schools and colleges in a consortium of six local education authorities. Despite the difficulties which have been encountered in this approach, the paper concludes that performance indicators can be made professionally relevant and useful.     

Performance Indicators in Business Decision Making

It would be difficult to identify an educational group or agency at the national or state level that is not involved in identifying and observing educational indicators (Smith, 1988). The use of such indicators really came to the forefront during the 1980s. With the increased emphasis on accountability and the quality of education in the U.S., one can only expect that the quality and use of educational indicators will increase during the 1990s. A parallel situation canbe found in the private sector. While the terminology may be somewhat different, the use of such indicators in business and industry became important during the 1980s and is expected to increase during the 1990s, as well. Previous studies have demonstrated the utility of performance indicators to educational decision makers in a business setting (McLinden, 1987). In this paper, we discuss two studies which have influenced policy by assessing program impact and influencing strategic direction. The paper concludes by grounding our work in the tradition of secondary research (Kiecolt & Natlar, 1985) and discussing both the pros and cons of this evaluation method.     

Professional development models and transformative change: A case study of indicators of effective practice in higher education

Unrelenting and radical change in universities over the past two decades has increased pressure on all groups of staff to clarify and adapt their roles to accommodate transformation within the sector. The challenge for professional developers is to understand and develop roles that effectively meet the diverse needs of key employee groups who are negotiating this massive change and, as a consequence, experiencing role conflict and ambiguity. Studies over the past 10 to 15 years have attempted to define models of effective professional development practice, but there is limited research on effectiveness indicators of professional developer roles in large-scale change. The research reported here addresses this gap. The paper presents a case study in which ten academic and general staff members developed a profile of indicators of an effective professional developer role in transformative change, and raises questions about the theoretical foundation and practice of professional development in higher education.     

Florida Poly Primers: Calculus

At Florida Polytechnic University, a STEM University founded in 2014, Calculus I is the first mathematics course required by students in every major. In order to ensure students received the support necessary for Calculus I, an online Primer course was developed. The course, which is housed in the online platform CANVAS, targets specific topics and skills necessary for students to achieve success in Calculus I. In this paper, we present the positive effect of the Primer on the retention rate for Calculus I, on pass rate, and on average grade received.     

树立和落实科学发展观推动学校事业全面协调发展

坚持以人为本,树立全面、协调、可持续的发展观,是党的十六届三中全会提出的统领全社会发展的重要指导思想,也是高等教育进一步发展的指导方针。20世纪90年代末以来,河南理工大学树立和落实科学发展观,坚持“以师生为主体”的办学思想,坚持为行业和地方经济建设服务并重,全面加强内涵建设,并将继续推动学校各项事业全面协调发展。     

香港理工大学旅游高等教育的WIE模式研究

香港理工大学在酒店管理人才培养和旅游教育理念的探索方面卓有成效,它独特的校企协作教育（Work Integrated Education）模式对高校旅游管理专业教学提供了有益的借鉴。通过结合在香港理工大学培训期间的调查分析,对香港理工大学旅游高等教育的校企协作教育模式进行相关论述以期达到相互借鉴的目的。     

Improving Spoken and Written English: From research to practice

This paper will argue that skills development need be neither low-level nor mechanistic, but can be concurrent with, rather than detracting from, any typical English studies curriculum. It contextualises an innovative approach to teaching and learning, which has been developed at Anglia Polytechnic University over 3 years (January 1997 to December 1999). In particular, it describes a practical course entitled Varieties of Speaking and Writing, which aims to raise the standard of students' language awareness and use through the study of a variety of extracts from literary and non-literary writing. It addresses some fundamental pedagogical issues: how to improve undergraduate writing skills; how to train and assess undergraduates' speaking skills; and how to ensure that the acquisition of these advanced skills is relevant and enjoyable to undergraduates studying English Literature. Skills development viewed this way embraces fundamentally sound pedagogical principles, which are concerned with encouraging student autonomy and an appetite for life-long learning.     

香港职业教育事象及其启示

香港职业训练局的发展愿景、品牌标语、课程体系、行动载体、专业教育,以及香港理工大学工业中心"培养首选的毕业生"的人才培养定位等教育事象,真实地解释了香港职业教育的发展轨迹、个性特色。这些先进经验可以为中国职业教育改革提供基本理念、关键要素、发展路径、结构设计、动力来源、机制措施等方面的启示。     

Measuring the Heavens to Rule the Territory: Filipe Folque and the Teaching of Astronomy at the Lisbon Polytechnic School and the Modernization of the State Apparatus in Nineteenth Century Portugal

This paper focuses on the astronomy teaching at the Lisbon Polytechnic School and its role in building a modern technoscientific state in Portugal during the nineteenth century. It examines particularly the case of Filipe Folque, who taught astronomy and geodesy at the Lisbon Polytechnic from 1837 to 1856, and played a pivotal role in the geodetic survey carried out in the second half of the nineteenth century. As director of the Portuguese Geodetic and Topographical Office, Folque delineated in detail the plan to proceed with the geodetic survey, a plan which involved a significant number of his former students at the Lisbon Polytechnic. Yet, Folque’s influence went beyond the geodetic achievement. Folque contributed decisively for shaping the character of astronomy and of the astronomical community in Portugal. In a period in which spherical astronomy raised to the status of an autonomous discipline, Folque became one of the most outstanding proponents of this discipline in Portugal. He conceived a course on spherical astronomy at the Lisbon Polytechnic and published an influential textbook to be adopted as a didactic tool in astronomical classes. By doing so, Folque took active part in a nineteenth century culture of textbooks production, and positively influenced the consolidation and shaping of astronomy as a discipline.     

Evaluating the Economic and Social Impact of Vocational Rehabilitation Programs in Victoria

The purpose of this paper is to identify some key issues involved in developing economic and societal impact indicators for vocational rehabilitation outcomes. A case study approach is adopted which focuses on the role and performance of the Victorian Accident Rehabilitation Council (VARC)—a key agency in the recently established (September, 1985) WorkCare system in the State of Victoria. This paper is, in part, an outgrowth of a recently completed management review of VARC (Parliamentary Joint Committee on WorkCare, 1988), but it also reflects a number of longstanding concerns by the author in the specification of objectives and performance indicators—internal, client specific, and societal—of public agencies. VARC has not been singled out because its approach and commitment to performance indicators is significantly different than those of other agencies in Victoria or other public sector jurisdictions in Australia, but because it is, in fact, typical.