马来西亚高等教育质量保障体系浅析

自高校脱离象牙塔进入现代社会中心以来,质量问题逐渐成为社会关注的焦点。马来西亚高等教育质量保障体系由高校、政府、民间第三方机构共同组成,在马来西亚高等教育的蓬勃发展中起到了重要作用。其与我国高等教育质量保障体系存在一定差异,为我国高等教育质量保障体系的完善提供了可借鉴的经验。     

The Australian higher education quality assurance framework

The Australian government initiated a review of higher education in 2008. One of the outcomes of the review was the formation of a national regulator, the Tertiary Education Quality and Standards Agency (TEQSA), with responsibilities to: register all higher education providers, accredit the courses of the non self-accrediting providers, assure quality against externally set standards and reduce risk by monitoring institutional performance on various measures. One of the key changes in Australian higher education quality assurance is the shift from a ‘fitness-for-purpose’ approach to quality assurance to a compliance-driven approach using an externally developed set of standards monitored by the national regulator, which has legislated powers to place sanctions on universities and other providers for non-compliance. This article outlines the new framework introduced by the government and analyses its limitations in assuring and improving quality in core and support areas. It cautions universities against being dominated by TEQSA's compliance agenda. Rather, it encourages the development and maintenance of shared governance principles and strong internal quality improvement processes along with the establishment of an outcomes focus, which will stand the test of external compliance auditing while allowing the institution to pursue its own educational objectives. The article is based on the authors’ experience and reflection on external, improvement-led quality audits in Australia over the past decade compared with the present compliance-oriented audits now required for institutional registration and ongoing accreditation.     

英国私立高等教育机构类型及其质量保障体系探析

近年来,英国私立高等教育迅速发展,为英国高等教育规模扩张做出了巨大贡献.通过对英国私立高等教育机构类型的梳理和对其质量保障体系的分析,挖掘英国私立高等教育发展的优缺点,为我国私立高等教育发展提供有益借鉴.     

Professionalism,profession and quality assurance practitioners in external quality assurance agencies in higher education

This article seeks to spark a dialectic discussion on the establishment of a set of professional competencies for quality assurance practitioners who serve in external quality assurance agencies in higher education. Such a need is identified due to the shortage of relevant and sufficient coverage in the quality assurance literature. To substantiate the need, the concepts of professionalism and profession, and how these concepts are linked to the quality assurance in higher education sector, are carefully examined through a desk-top research study. References are drawn from the experiences in several other occupations. The result reveals that the development of the essential competencies for external quality assurance practitioners in higher education is valuable and essential and it will be useful for the practitioners to transform themselves into a profession in the long run.     

The contribution of professional accreditation to quality assurance in higher education

This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory professional body with regard to preparation for the profession. The results show that the reports address issues that are of relevance for the higher education institutions’ provision of quality programmes and for their quality assurance. The article also considers the extent to which the reports hold institutions accountable against the professional standards, while also acknowledging the professional responsibility of institution staff. Catering for both of these logics is necessary so that professional accreditation can contribute effectively as a mechanism for quality assurance, including enhancement, in the institution.     

高等教育质量保证机制的国际比较

高等教育大众化在一些发达国家已成为现实，高等教育质量保证机制是确保大众化高等教育健康发展的必要途径。某些发达国家的高等教育保证机制主要有政府主导型、民间中介组织主导型和中介机构与院校的内部质量保证机制相结合型三种模式，几种模式各有利弊。我国建立高等教育质量保证机制对此应加以借鉴。     

关于高职多媒体教学质量保障机制的若干思考

高职多媒体教学质量保障机制不仅能推动高职教学活动的高效进行,而且对于规范教学行为,提高课堂教学效率,降低教学成本都有重要意义。对高职多媒体教学质量保障机制进行探索,可以为实际高职教学提供有利条件。本文主要对高职多媒体教学反思,从而总结保障机制的重要意义和提出完善保障机制的主要策略。     

中英现代远程高等教育外部质量保证体系的比较研究

现代远程高等教育质量是现代远程高等教育的“生命线”。现代远程高等教育质量保证体系是维护“生命线”的各项措施的有机体系。本文首先研究了英国现代远程高等教育的外部质量保证体系,接着研究了我国现代远程高等教育的外部保证体系,并对二者进行了比较,在此基础上提出了我国现代远程高等教育外部质量保证体系的新框架。     

高等职业教育的规模发展与质量保证

一定的办学规模是发展高等教育的必要条件，学校和政府是保证高职教育质量提高的两个方面，建立市场化的质量评估机制，办出自己的特色，是提高高职教育质量的必然选择。     

关于建设我国高等教育质量保证体系的若干思考

加强科学管理,建设科学完善的高等教育质量保证体系,是高等学校提高教学质量的重要措施之一。高等教育质量保证离不开教学评估。创新高等教育质量保证体系,应在对以往本科教学评估进行科学、系统评估(元评估)的基础上进行。高等教育质量保证体系由内部质量保证体系和外部质量保证体系构成,其中内部质量保证体系是基础,外部质量保证体系是动力。面对新的形势和环境的变化,我们应努力探索新的高等教育质量评估范式。     

英国高等教育质量保证传统评述

文章主要分四个阶段对英国高等教育的质量保证传统进行梳理:1)双重制体制以前的质量保证;2)双重制体制下的质量保证;3)过渡时期的质量保证;4)QAA的质量保证.     

Path dependency and the politics of quality assurance in higher education

Abstract

National policy agendas for quality assurance in higher education (HE) are increasingly influenced by supra‐national trends and decisions. Taking Spain, Switzerland and The Netherlands as examples, the paper analyses how supranational trends are re‐interpreted at the national level and how recently formulated national policies combine the demands for cross‐national harmonisation with the long‐lasting influence of decisions and procedures run in the past in the domain of quality assurance. In this perspective, the paper argues that cross‐national policy harmonisation, a key prerequisite for the construction of the European Higher Education Area is challenged by the long‐lasting influence of national path dependent policies.     

我国高等教育质量保证的体系结构

本文以高等教育质量保证及其实践为核心，对我国高等教育质量保证的体系结构、不同模式及其建立的关键进行了讨论。     

The Japanese education system with special emphasis on higher education

The purpose of this article is to provide a brief analysis of the Japanese educational system and to give a somewhat detailed discussion of Japanese higher education. Its main conclusions are: although the bulk of higher education is catered for privately, the prestige institutions tend to be public ones; the character of the system as a whole seems to reflect Japanese society very clearly indeed since it supports high growth industries, reinforces the traditionally accepted distinction between the sexes, and determines both the structure of wages and salaries in general and its sex variance in particular; and that there are very serious problems currently confronting Japanese educationalists - these relate to the official inspection of textbooks, the emergence of anti-teacher violence within schools and the reduction in the size of the public subsidy to private education.The authors are extremely grateful for helpful comments and suggestions from Margaret B. Sutherland, Professor of Education, University of Leeds and Dr. Penny Francks, specialist on modern Japanese history at the Department of Chinese Studies, University of Leeds. However, the usual disclaimer applies.Ali M. El-Agraa is a Senior Lecturer in Economics, School of Economic Studies, University of Leeds, England and is the Visiting Professor in charge of International Economics and Middle Eastern Studies, Graduate School of International Relations, International University of Japan, Niigata for the period September 1984–August 1985. Akira Ichii is Professor of Economics, University of Chuo in Tokyo and is currently (April 1982–March 1984) a Visiting Fellow in the School of Economic Studies, University of Leeds.     

Benchmarks and quality assurance for online course development in higher education

As online education has entered the main stream of the U.S. higher education, quality assurance in online course development has become a critical topic in distance education. This short article summarizes the major benchmarks related to online course development, listing and comparing the benchmarks of the National Education Association （NEA）, the benchmarks of the American Distance Education Consortium （ADEC）, the benchmarks of the American Federation of Teachers, and the benchmarks of the Quality Matters project. In doing so the author hopes to promote awareness of and commitment to quality assurance in online education.     

高等教育质量管理的道德危机与道德保证

基于现代性测量与排名的逻辑,质量评估加剧了高等教育领域的道德恐慌,增大了道德风险在大学里发生的概率,也促使现代大学的道德危机普遍化.在超越质量评估、走向质量管理之后,道德仍然是现照高等教育质量的重要维度.因为无论在哪个领域,质量都必须是道德的,质量管理也必须是道德的.对质量的管理绝不能也不应成为超越道德之上的制度的暴力.只有以道德保证与制度保证的结合作为高等教育质量管理的基础,现代大学才有可能在质量持续改进的基础上,超越生产力或效率的标准而成为公民社会的重镇.     

A strategic quality assurance framework in an African higher education context

This study is based on a pragmatist analysis of selected international accounts on quality assurance in higher education. A pragmatist perspective was used to conceptualise a logical internal quality assurance model to embed and support the alignment of graduate competencies in curriculum and assessment of Ghanaian polytechnics. Through focus group and in-depth interviews, the framework was evaluated by internal stakeholders including lecturers, students and administrators of the polytechnics. It was found that from a pragmatist perspective, quality assurance concepts and practices in higher education reported in the international literature could be used to design a context-specific quality assurance framework for higher education systems in Africa but there will be challenges with implementation of such a framework. The challenges found include quality culture and financial resources. Nonetheless, it was noted that effective planning and stakeholder commitment can surmount the challenges to ensure effective implementation of the framework to enhance quality.     

Quality assurance and women in higher education

This paper examines a range of positive and negative consequences for women of Quality Assurance (QA) initiatives in one Australian university. Drawing on Foucaults concepts of governmentality and power/knowledge, it is argued that the popular repressive hypothesis of power via governmentality hides a positive and potentially productive dimension of power. Following recent work by feminist political theorists, my claim here is that a corporatist managerial discourse such as QA can be used strategically for a politics of transformation in the interests of women. The paper begins with an outline of the parameters of debate about and critiques of the QA agenda in the Australian higher education sector, and highlights some potentially negative consequences for women in terms of their structural location in the university. An overview of QA audit processes then leads into a closer examination of one universitys response to QA initiatives. The culture and management style of this regional university was significantly transformed from an informal and pastoral model to one with open systems of accountability and performance targets built around equity issues. In that regard, it is argued, equity target groups including women, became the visible focus of the development and implementation of new systems designed to bring equity into the mainstream. In closing, I argue that in this particular university, the new managerialism of QA was indeed a panoptic mechanism of making visible: productivity, equity groups, procedures and outcomes. But in an institutional context where open systems were lacking and womens contributions invisible and undervalued, the QA agenda brought new opportunities not only for women but for other groups previously marginalised and silenced.     

Trading quality across borders: colonial discourse and international quality assurance policies in higher education

Accountability and quality assurance have become central discourses in higher education policy throughout the world. However, accountability and quality assurance involve power and control. Practices and ideas about quality developed in the Global North are spreading rapidly across the Global South, leading to increased uniformity in the approaches to quality assurance. Given the significant asymmetries that divide the Global North and Global South, this article maps interdiscursive relations among key texts that influence policy development on international quality in higher education, and explores the applicability of colonial discourse as a perspective for understanding this increasing international convergence.