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1.
Positioning higher education for the knowledge based economy 总被引:1,自引:0,他引:1
Elizabeth St. George 《Higher Education》2006,52(4):589-610
This article questions the assumption that increasing competition among higher education institutions is the best method of
achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the
importance of higher education institutions for sustainable development, particularly because of their importance to the global
knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education
institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher
education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed
is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based
on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be
the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. 相似文献
2.
During the past several decades, the Korean higher education sector has experienced tremendous expansion, while the quality
of teaching and research has not improved very much. Despite the fact that higher education had to rely on the private sector
for most of its finance and provision, market competition among higher education institutions has, until recently, been heavily
restricted by the government. We argue that the government should try to incorporate more market-based policies in order to
upgrade the quality of teaching and research at higher education institutions.
An earlier version of this paper has been presented at the workshop, ‘Upgrading Korean Education in the Age of Knowledge Economy:
Context and Issues’ sponsored by Korea Development Institute and the World Bank, October 14–15, 2002, Seoul, Korea. We are
grateful to the workshop participants and anonymous referees to this journal for their comments and suggestions. 相似文献
3.
Rosalind Pritchard 《Tertiary Education and Management》1998,4(1):71-80
Summary The twentieth century has witnessed exponential growth in the provision of higher education and this growth accelerates the
dynamic of institutional change. The change structures discussed in the present paper can be summarized in a cyclical model
of development as presented in Figure 8. Long-term development along familiar, accustomed lines is no longer the universal
or ‘normal’ expectation — if indeed it ever was. Morphological change is probable, though the direction of that change may
take time to clarify. One thing seems clear: the political and economic pressures on universities are much more intense now
than they have ever been and these pressures can be expected to cause metamorphoses, mutations, births and deaths amongst
our ‘population’ of higher education institutions. 相似文献
4.
R. A. Schibeci 《Research in Science Education》1989,19(1):241-248
This paper describes sources of science and technology education in a metropolitan area. The sources are classified into three
groups: government or semigovernment, private organisations and tertiary institutions. Issues relating to these sources include
the adquacy of the provision of information for interested adults, the ‘user pays’ principle in relation to some of these
sources and the notion of ‘public understanding of science’. 相似文献
5.
Roger Patrick King 《Higher Education》2007,53(4):411-430
6.
The purpose of this paper is to examine current status, issues, and visions of higher education reform in Korea by focusing
on ‘Brain Korea 21’ (BK21). ‘Brain Korea 21’ (BK21), is a major higher education reform project initiated by the South Korean
government to prepare Korean human resources for the 21st century. ‘Brain Korea 21’ (BK21) aims at fostering world-class graduate schools and high quality scholars by providing funds
to higher education institutions. In this paper, societal, economic and educational changes which led to the initiation of
BK 21 and its implementation processes are described first. Then, some resistance and controversies against BK 21 are discussed.
Major achievements of BK 21 are highlighted and future directions of higher education reform in South Korea are addressed. 相似文献
7.
This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed. 相似文献
8.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
9.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
10.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
11.
Morshidi Bin Sirat 《Higher Education》2010,59(4):461-473
In Malaysia, the national government has seen fit to steer higher education policy in a direction that is in the ‘national
interest’. This notion of ‘national interest’ is best exemplified by the changing relationship between the State, higher education
institutions and the market. Since the late 1960s, we saw the gradual but steady erosion of university autonomy with the increasing
dominance of the State. The recently launched National Higher Education Strategic Plan 2020 and the National Higher Education
Action Plan, 2007–2010, which operationalised the Strategic Plan, promises greater autonomy for the universities. While this
increased autonomy for universities could be regarded as Malaysia’s response to deal with emerging issues in higher education
management and governance, the amendments to the University and University Colleges Act, 1995 have not resolved the issue
of wider autonomy from the Malaysian treasury regulations for public universities. For the State, in the present climate of
political and economic uncertainty, giving full autonomy to the public universities is seen to be inappropriate and untimely.
The State considers public universities as still heavily dependent on the State for resources, and thus the need for regulation
and supervision. 相似文献
12.
Market orientation in managing relationships with multiple constituencies of Croatian higher education 总被引:1,自引:0,他引:1
In this paper, market orientation in Croatian higher education (HE) is discussed within the context of stakeholder-oriented
management. Drawing on existing studies, the ‘classical’ empirical model, describing the market orientation of generic nonprofit
organisations, has been adapted to the contingencies of the Croatian HE sector. Empirical testing of the model, based on primary
data drawn from the majority of public institutions of higher learning in the country, reveals inadequate market orientation
toward the relevant stakeholders. Although social market orientation currently does not exist in Croatian HE institutions,
the empirical results confirm that it might be possible to initiate a ‘virtuous circle’, in which relevant market orientation
and stakeholder management practices, directed toward one or other of the stakeholders, simultaneously enhance orientation
toward the other stakeholders. Unfortunately, the current situation in HE is not satisfactory, which could hinder the implementation
of development of knowledge society in Croatia.
相似文献
Zoran MihanovićEmail: |
13.
Faculties of education and institutional strategies for knowledge mobilization: an exploratory study
The goal to enhance the impacts of academic research in the ‘real world’ resonates with progressive visions of the role of
universities in society, and finds support among policy makers who have sought to enhance the ‘transfer’, ‘translation’, ‘uptake’,
or ‘valorization’ of research knowledge in several areas of public services. This paper reports on an exploratory study of
the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing
on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several
themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number
of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational
dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant
to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the
mobilization of research knowledge to the broader education community. 相似文献
14.
In higher education dual systems, graduates are qualified to apply for jobs in same professional fields along two separated
educational routes. The research problem is whether the rival applicants for professional positions are treated equally in
the labour market despite their different qualifications. From the graduates point of view, to be equal means to have an opportunity
to be employed in accordance with one’s professional skill. Applying European survey data, the article tests to what extent
the ‘distribution of work’ between university and non-university graduates seems to be based on educational qualifications
or actual competence. Among 4,000 German, Dutch, Finnish, and Swiss graduates primarily in business and administration and
engineering, only slight and occasional evidence of ‘status-based recruitment’ was found. All in all, the research suggests
that from the view of graduate employment, the European dual HE systems work very much following the principle of ‘different
but equal’. 相似文献
15.
Dynamics of National and Global Competition in Higher Education 总被引:12,自引:0,他引:12
Simon Marginson 《Higher Education》2006,52(1):1-39
The paper explores the dynamics of competition in higher education. National competition and global competition are distinct,
but feed into each other. Higher education produces ‘positional goods’ (Hirsch 1976) that provide access to social prestige
and income-earning. Research universities aim to maximise their status as producers of positional goods. This status is a
function of student selectivity plus research performance. At system-level competition bifurcates between exclusivist elite
institutions that produce highly value positional goods, where demand always exceeds supply and expansion is constrained to
maximise status; and mass institutions (profit and non-profit) characterised by place-filling and expansion. Intermediate
universities are differentiated between these poles. In global competition, the networked open information environment has
facilitated (1) the emergence of a world-wide positional market of elite US/UK universities; and (2) the rapid development
of a commercial mass market led by UK and Australian universities. Global competition is vectored by research capacity. This
is dominated by English language, especially US universities, contributing to the pattern of asymmetrical resources and one-way
global flows. The paper uses Australia as its example of system segmentation and global/national interface. It closes by reflecting
on a more balanced global distribution of capacity. 相似文献
16.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
17.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
18.
Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
19.
Johanna Wyn 《The Australian Educational Researcher》2007,34(3):35-52
This article argues that education has a role in promoting young people’s wellbeing. It draws on research on young people’s
lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies
and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people
to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these
more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised
by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills
that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves,
and wellbeing, highlighting the role that education plays in shaping identities — and in enabling them to ‘become somebody
well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’
but because not all elements are given equal value within our current policy frameworks. 相似文献
20.
Christine Jarvis 《Children‘s Literature in Education》2008,39(1):43-52
The article examines Cate Tiernan’s ‘Wicca’ series. This series and the ‘Circle of Three’ books by Isobel Bird explore the
experiences of teenage girls who embrace the pagan religion, Wicca. The texts reflect the growing interest in spirituality
expressed by many young people and extend the literary representation of witchcraft. Tiernan produces stories of spiritual
growth entwined with fantasy and romance. The series operates within a moral and religious framework that allows girls to
feel positive about their bodies and their sexuality and acknowledges the complex moral decisions many young people face.
Christine Jarvis is Dean of Education and Professional Development at the University of Huddersfield. She worked in community,
adult and further education before moving into teacher education. Her doctoral thesis at the University of Leeds examined
the educational uses of popular romantic fiction and she has published work on education and popular culture, romance, teen
fiction and Buffy the Vampire Slayer. 相似文献