AFRICAN AMERICAN ADMINISTRATORS' EXPERIENCES IN PREDOMINANTLY WHITE COLLEGES AND UNIVERSITIES

The purpose of this study was to better understand the experiences of African American administrators in predominantly white colleges and universities. In depth interviews were conducted with eight executive level administrators: six presidents and two associate vice chancellors. The interview process used a phenomenological approach focusing on the participants' interpretations and evaluations of their respective administrative careers. The participants were asked questions relative to their experiences which led them to predominantly white colleges and universities, their current administrative positions and responsibilities, and provided advice to African Americans seeking similar administrative positions.     

THE IMPACT OF FORMATIVE AND SUMMATIVE EVALUATION OF TEACHING IN NORTH AMERICAN UNIVERSITIES

This paper reviews recent research evidence on formative (developmental) and summative (judgemental) evaluation of teaching in North American universities. The major conclusions of the review are as follows: (1) student ratings are the most common method of evaluating teaching in North American universities, and their popularity appears to be increasing; (2) student ratings have been found to provide reliable and valid information on limited aspects of teaching competence; (3) teaching evaluations make a difference in decisions on faculty salary, tenure and promotion; (4) evaluation of teaching has been shown to produce modest improvements in teaching effectiveness; (5) faculty satisfaction with teaching evaluation practices ranges from very high to very low, depending on institutional context; and (6) there is consensus that several specific improvements are needed in the current teaching evaluation system.     

美国研究型大学学术"近亲繁殖"防范制度的演变及其启示

本文以美国研究型大学学术近亲繁殖防范制度的演变为主要研究对象,通过对其历史演变过程及运行特点进行分析以探寻学术界内部的运行逻辑,并为我国大学建立防范学术近亲繁殖制度提供了启示。     

研究型大学知识生产模式的变革与学术研究的多元发展机制

在关于研究型大学建设的研究中,人们更多把目光集中在政府的科技政策、经费投入、办学自主权、科研成果转化等方面。这些因素对研究型大学的发展都是非常重要的,但更值得关注的是大学知识生产模式的变化、专业应用学科的生成和学术研究的多元发展机制。研究型大学之所以能够常盛不衰,与其知识生产和学科发展有着非常密切的关系。世界一流的研究型大学总是能在不断变化的社会中捕捉到新的知识增长点,从而把握学术发展前沿,引领社会发展。本文试图从知识生产模式和学术发展机制上探讨研究型大学既能灵活多样又保持自身学术传统的原因。     

卡内基高等教育机构分类与美国的研究型大学

卡内基高等教育机构分类是目前在世界范围内有广泛影响的高校分类体系,本文通过分析美国卡内基高等教育机构分类产生的背景、过程及分类标准的几次修订,揭示美国多样化高等教育系统的形成及其特点,特别是通过对分类中研究型大学标准的变化,揭示研究型大学的本质内涵。     

FINANCING UNIVERSITIES IN CANADA

Underfunding is the paramount problem in Canadian universities. Operating revenue per student has declined in real terms by about 15 per cent over the past 15 years. During the past three decades, revenue from governments has increased from 60 per cent of the total revenue to 80 per cent, while fees revenue has declined from 26 to 16 per cent, with the result that universities are increasingly vulnerable to political control and to financial instability. The transfers of the federal government to provincial governments have financed much of provincial transfers to universities, but the former will be reduced for at least three years and may be abolished altogether. Provincial governments, particularly in Ontario and Quebec, have controlled tuition fees for twenty‐five years in order to increase accessibility, but there has been little change in the socioeconomic composition of university enrollment. Funding for university research generally has neglected overhead costs associated with maintaining the institutional infrastructure necessary for research. Although the federal government still provides more than half of the funding for university research, the share from provincial and non‐governmental sources has been increasing.     

WOMEN IN SWISS UNIVERSITIES

The following article is an abstract of the booklet “Frauen an der Hochschule” (Women in Higher Education), published by Mrs. Wiederkehr‐Benz in August 1980, Zurich.>

The article, sent to us by Mrs. Wiederkehr‐Benz, is meant to provide the reader with some complementary information concerning the situation of women in higher education in Switzerland, The article stresses the consequences of early socialization, and later role‐conflicts in performance oriented system of higher education. Similar lines of thought have also been expressed in the articles on the Netherlands and FRG.

Mrs. Wiederkehr‐Benz is a psychologist attached to the"Psyahologische Studentenberatungsstelle” (Centre for Student Counselling), of Zürich's institutions of higher education.     

COUNSELLING AT UNIVERSITIES IN HUNGARY

The article begins by reviewing the main problems facing young people in higher education and the kinds of problems with which they might need help. The approach is psychological and does not include problems of physical health or sociological, socio‐political, or strictly educational problems. For people looking at this age group from a distance, admission to a university or another type of institution of higher education can be seen as a process of arrival. One might think that the uncertainties and stresses from an earlier period of life would have ceased and the oppressive worries of adulthood not yet have begun. In reality, there are many possibilities for crises between the ages of eighteen and twenty‐five. It is one of the main tasks of the provision of psychological counselling in higher education to help adolescents resolve these problems.     

试论当今大学的通识教育

本文结合历史与现实,阐述了当今大学通识教育的几个主要方面,诸如通识教育的含义与根据、意义和作用以及通选课和师资问题等。这些是作者在近年实践与研究中的认识,兼与某些不同的理解商榷。