共查询到20条相似文献,搜索用时 31 毫秒
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Manouchehr Tabatabaei Alison Solomon Emily Strickland Eddie Metrejean 《The American journal of distance education》2013,27(3):196-206
The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education. Also, the reputation of the candidate’s institution, as well as the candidate’s grade point average and work experience, all have an impact on an employer’s hiring decision. However, the perception of respondents is that online education is becoming more acceptable. Further, the online education experience of recruiters does not impact their hiring decisions. 相似文献
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Nicholas W. Hillman David A. Tandberg Jacob P. K. Gross 《Research in higher education》2014,55(6):601-625
In 2004, Colorado introduced the nation’s first voucher model for financing public higher education. With state appropriations now allocated to students, rather than institutions, state officials expect this model to create cost efficiencies while also expanding college access. Using difference-in-difference regression analysis, we find limited evidence that these outcomes occurred within the 4-year sector; however, the policy increased cost efficiencies among community college and reduced college access for some underrepresented groups. The paper discusses the challenges of applying market-based reforms to public higher education. 相似文献
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E. Rosenow 《Journal of Philosophy of Education》1998,32(2):253-265
The ‘liberal utopia’ presented by Richard Rorty in Contingency, Irony, and Solidarity is a unique attempt to address the ancient problem of the relationship between individual and society or, in Rorty's terms, that between the private and the public. This article examines Rorty's influential conception of education and asks: can his book be regarded as utopian? Is it possible to establish an education for democracy on his ‘postmodern’ premises? I conclude that Rorty's attempt to separate private from public and to promote a fusion between irony and solidarity is tantamount to founding human existence on an aestheticising orientation. This entangles Rorty in self-contradiction and raises educational and political problems which remain unresolved. 相似文献
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Howard Bradley 《School Leadership & Management》2013,33(3):257-260
Professional development is undergoing a period of radical change as funds are progressively transferred from local education authorities to schools. In the future schools will be increasingly responsible for the planning, organisation, implementation and evaluation of their own professional development. To help schools meet these challenges, we describe a new initiative in the management of professional development: a part‐time, 1 year course leading to an Advanced Certificate in Education in Professional Development Co‐ordination. Through questionnaires, interviews and analyses of the course members’ assignments, we explore the previous practice of professional development in the course members’ own schools; their expectations of and reactions to the course; and the effects the course has already had on developing practice in the schools. Finally, we discuss the implications of our findings for the future support of professional development in practice. 相似文献
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PAUL BOU‐HABIB 《Journal of Philosophy of Education》2010,44(4):479-495
Policies that shift the costs of higher education from the taxpayer to the university student or graduate are increasingly popular, yet they have not been subjected to a thorough normative analysis. This paper provides a critical survey of the standard arguments that have been used in the public debate on higher education funding. These arguments are found to be wanting. In their place, the paper offers a more systematic approach for dealing with the normative issues raised by the funding of higher education. This approach is drawn from the political theory of John Rawls, whose view seeks to reconcile the values of equality, efficiency, and liberty. I show that, contrary to what we may think at first, an egalitarian approach like Rawls' does not in principle rule out policies that shift the funding burden from taxpayers to students or graduates. Which funding policy that approach selects as most fair will instead depend on the likely impact on the lifetime income prospects of the worst‐off group in society, and this is a question which will need to be settled by empirical evidence. 相似文献
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Since 2015, Germany has followed a welcoming policy for refugees and has made efforts to integrate them in German society through initiatives such as development programs. However, very few refugee students have actually managed to enter German Higher Education (HE) institutions. Using a qualitative methodology, the researcher interviewed Arab refugee students studying in pre-academic and academic degree programs in Germany, to obtain answers to the following two main questions: 1) What are the main challenges that refugee students have experienced on their path to Germany as a host country? 2) What are the challenges that refugee students faced in HE in Germany and how does the German HE system respond to their needs? The findings suggest that, despite Germany’s desire to open up access to HE for refugees, the implementation of the policies adopted often sets administrative and social challenges to refugee students along their pathways to German HE institutions. These challenges include rigid access policies and procedures, unwelcoming public discourse and feelings of alienation. Nevertheless, students positively valued the new window of opportunity and universally applicable procedures offered in Germany, although they had not quite provided adequate responses to the refugees’ needs. The paper concludes with implications for policy makers wishing to open pathways for refugees to HE in intercultural academic spaces where they can interact and integrate within the academic community in preparation for their full integration into their host society. 相似文献
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Andrew Green 《Changing English: An International Journal of English Teaching》2010,17(2):215-227
This paper presents and analyses data gathered from a survey of teachers in a range of secondary school English departments. It seeks to establish the ways in which teachers perceive their subject knowledge Continuing Professional Development (CPD) needs and the ways in which they would like to engage with Higher Education (HE) English as part of their CPD. It also explores teachers’ reasons for wishing to undertake such study, and the ways in which they believe such studies could contribute to their development. Finally, it goes on to consider some of the constraints on CPD and the possible implications of this for Higher Education Institutions. The interface between schools and HE has, historically, been limited. However, engagement in CPD is one of the most significant ways in which dialogue between secondary and HE teachers of English can be fruitfully established. 相似文献
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David Hartley 《牛津教育评论》2013,39(4):409-423
Abstract Having completed its reform of the schools and colleges of further education, government is now set to reform higher education. At issue here is higher education in Scotland, but the analysis has wider applicability. It operationalises Ritzer's concept of ‘McDonaldization’, and the latter's dimensions of efficiency, calculability, predictability, and control (both formally bureaucratic and informally fraternising). The analysis is set in relation to the government's earlier educational reforms, particularly of further education, and argues that its plans for higher education are of a piece. All this is related to current economic and cultural change: that is, to the fiscal pressures on the welfare state, and to the emergence of post‐modern culture. In conclusion, it is argued that policy for higher education will come to express what Charles Jencks has called (in relation to architecture) ‘double‐coding’: a mix of the bureaucratic form of modernity, tempered by appeals to post‐modern culture. 相似文献
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Performance funding is an increasingly prevalent policy state officials use to allocate a portion of state funds to public colleges and universities. Researchers have begun to evaluate the effect of these policies, finding bleak evidence of their effectiveness in yielding intended outputs and suggesting the policies may even result in limited college access for underserved students. There may also be differences in policy effects depending on performance-funding policy designs, which vary considerably across states. Of particular interest to this study are premiums—financial bonuses to institutions—for promoting access and success for specified underserved student groups. Using difference-in-differences models and an original dataset on premiums in funding models, this study evaluates the impact of premiums for underserved students in performance-funding models on selectivity and the enrollment of minority and low-income students at 4-year universities from 1993 to 2014. We find that the share of both low-income and Hispanic students increases in institutions with performance-funding premiums for underserved students compared to institutions subject to performance funding without such premiums. Effects vary depending on premium type and longevity. The findings also reveal unexpected, negative effects of premiums on Black student enrollments. Our findings suggest that, by incorporating premiums, performance-funding model designers might prevent, minimize, or reverse the negative consequences of performance funding on vulnerable student groups. However, given variation in premium effects across student groups, performance- funding model designs should be tailored to local contexts. 相似文献
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A farmer has five sons.They are Ted,Bob,Tom,John and Bill.John has no elder brother.He was four-years old when his younger brother was born.The number of Tom's elder brothers is equal (相等)to his younger brothers.Bill will 相似文献
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Bayan Yousef Farhan 《Interchange》2017,48(1):71-95
Financial challenges have forced many publicly funded academic institutions in Ontario to adopt a corporate model and to use market tools to compete in the higher education market and maintain their enrolment and revenue levels. This study has analyzed how competition affects publicly funded universities in Ontario. Competition was examined by relating universities’ expenditures on price and non-price competitive variables (awards, marketing, graduates, and professors), as well as population to the total number of applicants, total number of enrollees, and capacity filling ratio over the period of 2006–2013. The study used quantitative research design and panel data regression method to draw conclusions. This study provides empirical evidence on how the effect of the adopted competitive variables varies for each university. 相似文献
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This article reports on a study that examined the readiness levels of students in the South African context. Particularly, the study explored the differences between various students’ academic proficiency, support mechanisms, motivational levels and overall integration with the university. A quantitative approach was used and 117 full-time first-year National Diploma in Human Resource Management students from the Nelson Mandela University (formerly known as Nelson Mandela Metropolitan University) participated in the study. This study therefore focused on one student cohort at a particular higher education institution (HEI). The findings revealed that a combination of cognitive and non-cognitive variables influences student readiness and success. Even though HEIs have implemented interventions, the level of student readiness remains low. It was noted, however, that students who scored high on the variables were more likely to succeed in higher education. 相似文献