The efficiency of higher education institutions in England revisited: comparing alternative measures

Data envelopment analysis (DEA) has often been used to evaluate efficiency in the context of higher education institutions. Yet there are numerous alternative non-parametric measures of efficiency available. This paper compares efficiency scores obtained for institutions of higher education in England, 2013–2014, using three different methods: the original Charnes et al. method and two slacks-based methods (SBM-Min and SBM-Max) developed by Tone. The findings suggest that results are highly sensitive to methodology chosen. Hence caution is required in applying the results in any policy context.     

我国高校博士点投入产出效率研究——基于DEA模型的分析

本文根据高校博士点投入和产出特点,建立了高校博士点的投入和产出评价指标体系,并运用数据包络分析(DEA)方法,对我国29所教育部"985"工程高校博士点进行效率评价,给出了非DEA有效高校博士点相关指标的投入冗出量和产出不足量。     

我国高职教育经费投入：数据分析与政策建议

教育经费是高职教育培养高素质技能型人才的前提条件和基础保障。通过对近年我国高职教育经费投入数据的梳理与分析发现,我国高职教育经费投入存在经费存量小,来源结构不合理,区域间经费投入不均衡等问题。为此,需加大经费投入力度,拓宽经费来源渠道,统筹各省区经费投入等,以保障我国高职教育健康快速发展。     

Technical efficiency and productivity for higher education institutions in Sweden

This study investigates technical efficiency and productivity for Swedish higher education institutions (HEIs). One identified problem in previous research concerns adjusting efficiency scores for input quality. This problem is avoided using grades from upper-secondary schools. A second problem concerns heterogeneity with respect to subjects and institutions between HEIs. Using the Swedish national resource allocation system, students are weighted according to subject. For research production, a bibliometric index that allows for differences in publication tradition is used. A third problem when using the data envelopment analysis approach is the lack of statistical inference. Bootstrapping is used to approach this problem. The results indicate an average inefficiency of 12% and a productivity increase of around 1.7% per year.     

投入产出法在高校绩效评价中的运用

投入产出法以其含义直观易于理解、方法简单易于操作的优势,已被运用于高校绩效评价。投入产出法通过比值反映部门绩效大小,蕴含着经济学中的生产力观点,而且它还是数据包络分析法推导的基础,满足了绩效评价的科学性。采用投入产出法需要在建构指标体系时尽量全面地反映高校办学活动的输入、输出特点,充分考虑所选择指标的可采集性等约束条件,并寻找相对最优的权重确定方法。     

Social justice intents in policy: an analysis of capability for and through education

Primarily developed as an alternative to narrow measures of well-being such as utility and resources, Amartya Sen’s capability approach places strong emphasis on people’s substantive opportunities. As a broad normative framework, the capability approach has become a valuable tool for understanding and evaluating social arrangements (e.g. education policies and development programmes) in terms of individuals’ effective freedoms to achieve valuable beings and doings. This paper explores the recent emergence of ‘capability’ in Australian education policy, specifically in the Australia in the Asian Century White Paper. We explore capability as a framing device and reveal how its various meanings are at odds with the scholarly literature, specifically Sen’s conception of capability and its implications for social justice in and through education. The analysis shows that the social justice intent of a capability approach appears to be overtaken in the White Paper by an emphasis on outcomes, performance and functionings that seek to serve the nation’s economic interests more than the interests of students, especially the disadvantaged.     

Higher education and economic development in the OECD: policy lessons for other countries and regions

This paper sheds light on the role of tertiary or higher education in economic development across two successful OECD case studies: Finland and South Korea. A number of key aspects are discussed, from the nature of the social contract between higher education and the economy to the endogenous characteristics of domestic higher education to the links between the sector and regional development, innovation and the labour market. The lessons learned are of importance to policy makers and institutional planners across the world, not least to less developing nations and regions, due to the unprecedented opportunities brought by a global, knowledge-based economy.     

A general theory of learning and teaching and a related comprehensive set of performance indicators for higher education institutions

In contemporary knowledge societies, performance indicators are an indispensable element of sustainable quality management and enhancement through monitoring and evaluating quality performance of higher education institutions. It is argued that learning and teaching quality in higher education should be approached in a holistic way, namely across the four subdomains of learning and teaching environment, teaching processes, learning processes and learning outcomes and their assessment. performance indicators related to these areas must align with a synoptic understanding of learning and teaching comprising behavioural, information processing, cognitive, social (constructivism) and humanistic theories of learning. Selected issues from a comprehensive set of about 280 performance indicators for learning and teaching are presented and contextualised. The indicators set resulted and emerged from critical reflection of research literature and explorative surveys of various informed and engaged stakeholders, from 14 public European universities, and a general theory of learning and teaching.     

Variability analysis for effectiveness and improvement in classrooms and schools in upper secondary education in Slovenia: Assessment of/for Learning Analytic Tool

From 1995, data on students' achievement in schools (i.e., teacher's grades) and all data on achievement in the 5-subject group certificate – the Matura exam – have been systematically gathered for the entire yearly cohort of students in upper secondary education in Slovenia. This paper describes an on-line data selection system and data analysis tool designed for national subject testing committees, schools, and teachers as feedback for analyses of effectiveness, for the improvement of teaching in the classroom and for better learning. The use of data to influence teacher planning of future instructional activities for new groups of students (or for adjustment of policies) can in the long run lead to systematic improvement. This might be considered a secondary level of formative assessment – a key step in a continuous PDCA (Plan, Do, Check, Act) process to establish and assure the quality of education.     

Policy–practice gap in participation of students with disabilities in the education and training programme of Ethiopia: policy content analysis

This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education and training (TVET). Focus group discussions and interviews were used to assess the content of the policy and related strategic documents, as well as legal frameworks and implementation instruments, in terms of the principle of inclusion. A pair of focus group discussions involved 22 members of the management and governance of four networks and eight indigenous, disability‐focused, non‐governmental organisations. Moreover, 14 high‐profile experts from the ministry were interviewed. Most participants agreed that the issue of disability was not addressed appropriately in issues of strategy and prioritisation. Six recommendations are presented for enhancing the inclusion of individuals with disabilities in education and vocational training.     

Parental aspirations for their children's educational attainment and the realisation of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences

There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums.