华南师范大学 澳洲南昆士兰大学 中外创新合作教育的楷模 国际性顶尖会计人才的摇篮

华澳国际会计学院是华南师范大学与澳大利亚南昆士兰大学本着优势互补、博采众长的原则创办的中外合作本科学院，其宗旨在于培养精通英语、具有国际竞争力的复合性经济类人才，不仅有利于缓解我国国际商务专业人才紧缺的压力，也为其适应全球一体化的商业知识和技能奠下基础。     

南昆士兰大学学习与教学支持服务机构运行经验及启示

澳大利亚南昆士兰大学(USQ)学习与教学支持服务机构(LTSU)在其学校的组织框架中属于学习和教学的辅助机构,但却是该校学习支持服务以及基础性支持服务方面的关键部门。该机构在其职责以及服务内容等方面的独特经验,对于建立和完善我国开放大学的学习与支持服务机构以及支持服务的内容具有很好的借鉴意义。     

澳大利亚远程高等教育概览

在终身学习的背景下，澳大利亚远程高等教育在办学模式、办学规模和运用现代信息技术发展远程高等教育等诸多方面发展较为成熟，形成了鲜明的特色。本文对澳大利亚远程高等教育的实践做了较全面的介析，试图通过总结分析其特色，为我国远程高等教育的发展提供借鉴。     

从美国跨国远程高等教育看我国开放大学的国际化

美国的远程高等教育机构在美国输出跨国高等教育过程中发挥了不可或缺的重要作用。美国跨国远程高等教育在提供模式、学习支持服务和质量保障等方面已经拥有比较成熟的办学经验,而这些经验可以成为我国开放大学建设的重要参考。因此,我国的开放大学应该努力提升自身的办学实力,通过整合优质教育资源,强化质量保障,以多种形式努力探索将我国的高等教育资源向海外输出。     

高等教育分类与远程开放大学内涵建设

本文以高等教育分类的内涵、原因和方法为出发点,审视当前我国远程开放高等教育的定位与内涵建设的主要内容,认为,我国远程高等教育目前的定位主要为培养实用型专门人才,相应的内涵建设应包括教师、专业与课程、学习支持服务和系统建设等四个方面。     

昆士兰大学中国学人救助同胞纪实

今年11期,本刊对海外中国留学人员的安全问题进行了集中报道,引起了国内社会各界和在外中国留学人员的广泛关注。本期,我们继续刊登部分驻外使馆教育处和在外中国学生学者联谊会的来稿,和大家继续共同关注海外中国留学人员的安全问题。在这里,我们再次郑重提醒:留学海外,请注意安全!     

澳大利亚高校如何培养学术型研究生的就业能力 ——以昆士兰大学为例

为应对学术型研究生就业多元化趋向,在政府的引导下,澳大利亚高校普遍重视培养学术型研究生的就业能力。作为世界一流大学和澳大利亚著名高校,昆士兰大学建立了全面的就业能力培养体系。该培养体系以职业发展框架为核心,以课程和活动为两翼,以职业发展奖学金为支撑,始于学术型研究生入学,贯穿整个学习阶段,升华于毕业阶段,培养学术型研究生的就业能力并使其成为行业领袖与社会精英。     

昆士兰大学旅游规划课程混合式教学设计与启示

混合式教学是高校课程教学改革的重要方向之一,且国外一流高校已经走在了实践的前沿。澳大利亚昆士兰大学2019年起开设的旅游规划课即是采用在线学习模块与现场研讨会模块相互结合的混合式教学模式。其教学设计紧扣教学目标,衔接了线上与线下的教学内容,丰富了学生的学习活动,强化了多任务考核。这一套混合式教学设计方案对于我国高校旅游规划课程在混合式教学设计安排、阅读要求、课程考核和配套制度等方面的提升有诸多启示。     

中国远程高等教育政策法规内容要素探讨

中国远程高等教育政策法规体系的建立有利于促进中国远程高等教育与各类教育的协调发展,有利于解决政出多门、政策法规不配套的问题。而在政策法规体系的建构中,其内容要素是政策法规体系的核心。本文针对经过调查、统计分析得出的中国远程高等教育政策法规涉及远程高等教育的八个内容要素(技术标准、学习支持服务、教育经费、入学条件、资源共享、课程文件、教育质量、基础设施),采用“模块”的概念进行了详细的理论探讨。     

远程高等教育·远程教育产业

随着我国加入WTO,给远程教育改革增强了压力和动力。选择高等教育作为发展现代远程教育的重点和突破口,既避免了在实践中的某些盲目性,也有利于逐步形成现代远程教育开放网络,构建起终身学习体系。尝试把现代远程教育作为一个基础产业来办,以建立起既符合市场规律,又利于教育自身发展的最佳运作机制,形成远教产业优势,实现远程教育与市场经济的对接。     

Diffusion of distance education in Turkish higher education

Conclusion In this paper, Rogers's diffusion theory was used to analyze the acceptance and implementation of the innovation of distance education in higher education in Turkey. Distance education was not successfully adopted between 1970 and 1980 in Turkey because of organizational problems. Distance education was effectively and efficiently diffused in Turkey after 1982. Thousands of students today earn university diplomas studying at a distance. On the other hand, problems of organization, technology, and perceptions remain to be addressed. It is to be hoped that in the future the OEF will be independent or have more autonomy. This will help it deliver instruction to its students.the evaluator of the Learning Community Link Project at the University.     

Private higher education in Australia

In the post World War Two era and prior to the mid 1980s Australia has been characterised by exclusive public provision, financing and regulation of higher education. The 1980s, however, have been marked by considerable turmoil which culminated in the 1988 White Paper. Circumstances provided by the reform of the higher education system, the booming overseas student market and unmet domestic demand have provided a window of opportunity for private providers. This paper charts the growth of private provision, federal and state government responses and the pressures for subsidy and regulation. The paper concludes that the policies of both levels of government are hastening the development of what Geiger (1988) defines as a peripheral private sector of higher education in Australia.     

Clienteles for distance education in Australia

We present data from an array of sources on the characteristics of external (distance education) students in Australian higher education in comparison with internal full‐time and part‐time students. Profiles of the three populations are drawn up in terms of age, gender, marital status, home location, social background, education and employment history, field of study, and level of course. Also examined are students’ reasons for studying externally, the relationship between employment and study and various effects of education on employment, attitudes and life‐style.     

Socio-economic position and higher education in Australia

The proportion of students enrolled at university from the lowest quartile of socio-economic position has remained static at around 15% for at least the past 15 years (DEEWR, Transforming Australia’s higher education system, 2009). This paper argues that the apparent lack of progress towards equity of access has been exacerbated due to how socio-economic position (SEP) is measured within higher education. Three major methodological issues are identified: (a) the use of socio-economic indicator for areas (SEIFA) at an inappropriate unit of geographic area (postcode), (b) an inappropriate choice of index (education and occupation), and (c) using the index of education and occupation as the sole indicator of SEP thereby increasing the risk of misclassification of individuals through the operation of ecological fallacy. This paper argues that to address these methodological deficiencies, alternative methods of determining SEP are required at both the aggregate and individual level. Possible options are proposed for use as replacements for the geographic area (postcode) and index (education and occupation) as well as additional measures at the individual or household level.     

制度与远程高等教育增值

从制度分析入手,通过对影响远程高等教育增值的要素分析,提出制度是远程高等教育增值的关键因素,阐述了远程高等教育增值的路径及制度模式.     

高校现代远程教育的发展与特征

从1999年开始至今,我国现代远程教育试点工作已开展了八年.本文对68所试点高校的现代远程教育开展情况,从总体规模、专业开设、学习中心、经济规模等方面进行分析和总结,旨在更好地了解我国网络高等教育的发展特征.文中整理得到的数据也可供相关研究参考.     

Trends in private higher education in Australia

The last decade has witnessed a significant growth of private higher education around the world. The growth included the number of private education providers, and also the growing number of students. While some countries are experiencing trend growth, others are witnessing decline. Some of the reasons for the decline include increased regulation and stringent accreditation and reaccreditation of higher education institutions and courses, government policies to encourage the growth of public universities, and acquisition of small providers by large private education institutions. The growth of private higher education has increased competition, and it has also established collaboration with public institutions. The growth of private higher education has also raised concerns about ethical governance, maintenance of academic standards, and mechanisms to plan, review, and improve educational outcomes. This paper focuses on Australia where despite growth, there is limited research about private higher education. This paper reviews literature on the global growth and decline of private higher education. It then analyses the trends in Australia and possible scenarios for the future of private higher education in the country.