系统化发展视野内的加州公立高等教育——1960年总体规划的历史价值探析

1960年总体规划奠定了加州公立高等教育系统的制度基石,使加州建立起一个规模庞大、质量优异、职能明确、结构合理的公立高等教育系统。在总体规划的引领下,加州公立高等教育确立了系统化发展的基本模式,在实现高等教育的规模化、优质化、多样化和协调化发展方面取得了卓越成就,为区域高等教育实现大众化和普及,满足现代社会的多样化与规模化需求提供了借鉴。     

加利福尼亚理念——大众化背景下高等教育系统化发展的特征分析

1960年总体规划奠定了加州公立高等教育系统的制度基石,使加州建立起一个规模庞大、质量优异、职能明确、结构合理的公立高等教育系统.在总体规划的引领下,加州公立高等教育确立了系统化发展的基本模式,在实现高等教育的规模化、优质化、多样化和协调化发展方面取得了卓越成就,为区域高等教育实现大众化和普及、满足现代社会的多样化与规模化需求提供了借鉴.系统化发展模式所体现的精神内核,构成了"加利福尼亚理念"的基本内容.     

高校定位的切入点

上世纪60年代初，美国加州在高等教育大众化的压力下出台了加州高等教育总体规划，从而使各类高校各安其位，有效地抑止了高校升格的需求，并使加州公立高等教育系统成为美国各州公立高等教育的典范。该规划采取的措施主要有：一是生源质量定位。明确各类高校招生标准和招生范围，实行区别招生。二是学生需求定位。建立转学制度，同时由加州政府直接向学生个人及家庭提供助学金，确保各类高校人才培养体系之间的衔接以及学生的教育支付能力，从而有效地疏导了学生的受教育需求，减轻了来自学生的升格压力。三是管理层级定位。1960年4月通过的《多纳霍高等教育法案〉分别为公立高等教育系统的三个部分——加州大学、州立大学系统和社区学院——确定了各自的基本使命和管理结构，使州立大学系统和社区学院系统与加州大学系统一样，摆脱了州教育主管部门的直接管理，而改由各自独立的校外人士董事会承担大学的决策和治理责任。四是建立了加州高等教育协调机构——1974年前是高等教育协调理事会，1974年后改组为中学后教育委员会。     

高等教育系统化发展的策略选择——美国加州公立高等教育系统的特征及启示

1960年《加利福尼亚高等教育总体规划》奠定了美国加州公立高等教育系统的制度基石,使加州建立起一个规模庞大、质量优异、职能明确、结构合理的公立高等教育系统。我国目前正跨入高等教育大众化的发展阶段,要实现高等教育从量到质的真正飞跃,必须借鉴其他国家和地区高等教育的发展经验,以系统化发展的策略指导我国的高等教育改革,处理好各种系统性矛盾,以确保我国高等教育的可持续发展。美国加州的经验可资借鉴。     

美国区域高等教育生态的共生范式——以加州公立高等教育系统为例

庞大有序、协同共生的加州公立高等教育系统是美国区域高等教育共生范式的典型示例。加州公立高等教育系统的锥体结构包涵三级高校子系统,呈现错落有致的教育生态位。借助开放的沟通与交流平台,加州公立高等教育系统通过中介的协调组织、资源的互补与共享以及畅通的衔接渠道达到系统内部的协调。该成功范式具有多项生态效能,为我国区域高等教育共生范式的创建提供了思路。     

《加州高等教育总体规划》对我国高教改革的启示

加州是美国公立高等教育发展水平最高的一个州,其独具特色的教育组织结构和组织管理运行方式一直是美国其他各州和世界其他各国纷纷仿效的典范。加州高效有序的高等教育结构体系和运行方式由《加州高等教育总体规划》设计,作为处理高等教育大众化阶段典型发展矛盾的法律汇编和当代教育史上最重要的高等教育改革文献,《加州高等教育总体规划》代表了全球化时代高等教育的政策发展走向,对美国乃至世界高等教育都产生了重大影响,与我国现在高等教育分类发展、内涵发展的现实要求具有很大的相似与切合之处。充分吸收其经验,规避其不足是我们今天再一次认真研读《加州高等教育总体规划》的价值所在。     

美国加州高等教育总规划的过去与未来——约翰·阿布雷·道格拉斯博士访谈录

本文是对美国加州大学伯克利分校高等教育研究中心高级研究员道格拉斯博士的访谈录。在访谈中,道格拉斯博士认为,20世纪60年代美国加州高等教育总规划对于建立一个分化的高等教育系统和建设一流公立研究型大学功不可没,为加州高等教育大众化做出了巨大的贡献。但是．随着环境的变化,总体规划的内容已经有了一定的变化,并且将来不同机构之间的使命与任务分配将会有更多变化。     

美国加州——中国高等教育发展的参照系

通过美国加州的高校数量，学生人数、经费投入及加州大学的国内排名、获诺贝尔奖82项，说明了加州高等教育的成功。回顾了加州高等教育发展的历史，分析了其快速发展的原因：政府重视，确保高等教育优先发展地位；精心研究，全面规划，认真落实；合理分类，按类指导；公立、私立共同发展，公平竞争。对我国高等教育的发展提出了相应的建议。     

美国加州高等教育总体规划对我国区域高等教育的启示——以内蒙古自治区为例

1960年美国加利福尼亚州高等教育总体规划(以下简称总体规划)及时确立了美国加州高等教育的发展格局,示范性地解决了高等教育在大众化时期高等教育系统外部和内部面临的一系列问题,促进了高等教育系统内部的和谐发展,为其他国家和地区的高等教育树立了楷模。目前,内蒙古高等教育在步入大众化时期也面临着各层次盲目无序竞争的问题。美国加州高等教育总体规划能为内蒙古高等教育系统的改革和发展提供启示与借鉴。     

美国加州高等教育委员会职能探析

作为地方高等教育主管部门,美国加州高等教育管理委员会在对地方高等教育进行战略管理方面发挥着重要的职能,即制定加州高等教育发展规划,为高等教育提供财政支持,具有评估公立高校新专业设置的法定权力,开展高等教育绩效评估并为其提供信息服务。加州高等教育管理委员会职能的制度安排与实践对于我国省级地方政府进行高等教育战略管理具有重要启示意义。     

Transfer Student Graduation Efficiency and University Administrators: New Bedfellows

Accountability is an important focus for nearly all-public higher education institutions. In 1997 the Washington State Legislature mandated an accountability measure designed to encourage public universities to increase student efficiency toward graduation. This accountability measure is assessed by a formula called the Graduation Efficiency Index. This qualitative study details the Graduation Efficiency Index's conception and ramifications for public higher education institutions. It further examines university administrators' perceptions of the Graduation Efficiency Index and transfer students' impact on the ability of three public institutions to meet mandated accountability goals. We include implications for practice. Susan Poch is the Director of the Student Advising and Learning Center at Washington State University. She holds a Ph.D. in Education Leadership, Higher Education from Washington StateUniversity. Her research focuses on the policy and practice of student transition. Mimi Wolverton is Professor of Higher Education at the University of Nevada, Las Vegas. Her areas of research include leadership, organizational change and organizational effectiveness. She holds an M.B.A. and Ph.D. in Education Leadership from Arizona State University.     

The unrealized potential of American higher education

Alexander W. Astin is professor of higher education at the University of California, Los Angeles, and director of the Higher Education Research Institute at UCLA. He has served as director of research for both the American Council on Education and the National Merit Scholarship Corporation. For the past twenty-five years he has directed the Cooperative Institutional Research Program, an ongoing national study of some seven million students, 200,000 faculty and staff, and 1,300 higher education institutions. Dr. Astin has authored seventeen books and two hundred other publications in the field of higher education. His newest book, Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education, was published by ACE-Macmillan in January, 1991.     

Closing loops

Roger Brown, the Chair of the Editorial Advisory Board, and I are delighted that John Aubrey Douglass, Senior Research Fellow of the Center for Studies in Higher Education at the University of California Berkeley, has agreed to edit this special issue of perspectives. The papers arise out of contributions to a Symposium in September 2004 on UK and US Higher Education Funding and Access, organised by the Oxford Centre for Higher Education Policy Studies (OxCHEPS) and the Center for Studies in Higher Education at the University of California Berkeley campus. It was co‐chaired by John and David Palfreyman, the Director of OxCHEPS, and it is a pleasure and privilege to publish some of the main papers.

We are indebted to the AUA, the Sutton Trust, the Higher Education Policy Institute, the Rothermere Institute, the Institute for Governmental Studies (UC Berkeley), the Center for British Studies (UC Berkeley), and the University of California Office of the President, all of whom provided support for the Symposium.

John’s first paper sets the scene on the UK funding environment and student support, and provides a context for those that follow. Ed.     

Designing a program to prepare graduate students for careers as college teachers

Graduate students have few opportunities to gain experience in the full range of teaching and to become aware of the issues related to a career of teaching in higher education. A program designed to provide these opportunities must accommodate both the variation within the institution's graduate programs and the complexities of graduate student life to be successful. The University of California, Davis, developed the Program in College Teaching in which participants develop and then fulfill contractual agreements for a faculty guided investigation into teaching in the discipline and supporting individualized activities focused on the practice and issues of teaching in higher education. This article notes five factors and assumptions of program development, discusses how they impact a program for training graduate students to be college teachers, describes the current Program and evaluates its pilot year.William E. Davis is Program Coordinator of the Teaching Resources Center at the University of California, Davis. He obtained his Ph.D. in Ecology in 1990 at the University of California, Davis. He focuses on providing opportunities for GTAs to improve their teaching skills. Douglas L. Minnis is Senior Lecturer, emeritus, in the Division of Education at the University of California, Davis. He obtained his Ed.D. in Higher Education in 1963 at the University of California, Berkeley. He has been actively involved in GTA training since 1970.     

博洛尼亚进程述论

作为欧洲高等教育改革重大举措的博洛尼亚进程,即欧洲高等教育区建设进程,是在高等教育国际化和欧洲经济政治一体化的背景下产生的.它以建构欧洲高等教育区为目标,旨在加强各成员国之间高等教育的可比性和兼容性,增强欧洲高等教育的吸引力和竞争力,提高欧洲高等教育的质量,重塑欧洲高等教育的辉煌.1999年6月,欧洲29国教育部长共同签署<博洛尼亚宣言>,提出建设欧洲高等教育区的具体构想、行动纲领和工作计划.其后,经过历次会议特别是5次部长峰会的评估和改革,逐步形成"学位体系建设、质量保证、学位互认、促进流动、联合学位、终身学习、社会维度和机会均等、提升就业力、全球化背景下的欧洲高等教育"等新的行动目标,并在学制改革、质量保证、学分互换、学位互认等方面取得明显进展.2007年的伦敦会议明确提出,要建设"全球化背景下欧洲高等教育区".从<索邦宣言>欧洲高等教育区的设想到EHEA的形成规模,从当初的4个发起国到现在的46个成员国,博洛尼亚进程走过了10年,其内容不断丰富,目标日益完善,原则广受认同,且一直处于发展、改革和完善之中,致力于协调进程在各国实施进度的差异、保持进程趋同化发展中的多样性、寻求不同民族和国家在区域性合作和竞争中的平衡.     

昆明大学城建设的几点思考

本论述了云南省建设昆明大学城的紧迫性和必要性。云南高等教育现状的落后，既拖了经济社会发展的后腿，也不能满足人民群众日益增长的教育需求。建设昆明大学城有利于高等教育跨越式的发展，有利于推动云南经济社会的发展，有利于云南省三大战略目标的实施，有利于云南科教必滇，可持续发展，城镇化，全面开放四大战略的实现，有利于推动中国——东盟自由贸易区的建设。章还提出了昆明大学城前期建设应着力抓好六个方面的工作。     

PARTICIPATION OF USA UNIVERSITIES AND COLLEGES IN CONTINUING EDUCATION PROGRAMMES

The concept of lifelong education encompasses a number of different types of educational programmes e.g. adult education, recurrent education as well as continuing education. The official legal definition of continuing education in the USA Educational Amendments of 1976 to the Higher Education Act states: “Continuing education programme” means post‐secondary instruction designed to meet the educational ‘ needs and interests of adults, including the expansion of learning opportunities for adults who are not adequately served by current educational offerings in their communities.

The following article presents participation by the US universities and colleges in this form of higher education. It is based oh the paper written by Dr. Rosalind K. Loving, Dean of the College of Continuing Education, University of Southern California and presented during the Salzburg Seminar on Continuing Education which was held from 6 to 26 August 1978 in Salzburg (Austria).     

INTERNATIONAL CONFERENCES ON HIGHER EDUCATION AND THEIR CONTRIBUTION TO THE DEVELOPMENT OF HIGHER EDUCATION

Quite a large number of international meetings devoted to issues concerning higher education are organized each year. The problems of their contribution to the further development of higher education and research in this field are raised in a thought‐provoking article written for “Higher Education in Europe” by Professor E.A. van Trotsenburg, President of the European Association for Research and Development in Higher Education (EARDHE) and Director of the Institute of International Science and University Didactics, University of Klagenfurt.     

And the sky is grey: The ambivalent outcomes of the California Master Plan for Higher Education

In the 1960 Master Plan for Higher Education, California in the United States famously combined the principles of excellence and access within a steep three‐tiered system of Higher Education. It fashioned the world's strongest system of public research universities, while creating an open access system that brought college to millions of American families for the first time. Since 1960, the Master Plan has been admired and influential across the world. Yet the political and fiscal conditions supporting the Master Plan have now evaporated. California turns away hundreds of thousands of prospective students each year, and the University of California, facing spiralling deficits, finds it more difficult to maintain operating costs and compete with top private universities for leading researchers. The paper discusses the rise and partial fall of the Californian system as embodied in the Master Plan, and identifies general lessons for Higher Education systems.