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1.
This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of
organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our
theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models
on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education
institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality
management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation
process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making
processes have strong effects on the implementation of quality management. Characteristics particular to higher education
institutions were much less influential.
相似文献
Don F. Westerheijden (Corresponding author)Email: |
2.
Chile’s higher education system stands out as being one of the most privatized and open to the market in the world. Recently,
the Chilean Congress passed Law # 20.027 of 2005, which provides the legal framework for the creation of a student loan system
guaranteed both by the State and by higher education institutions (HEIs), financed by the private capital market through the
securitization of the loans. The system operated for the first time in 2006, where approximately 21,000 students were able
to access financing of their higher education for the remainder of their careers. It is expected that as the system matures,
more and better information will be available, which will benefit the students and the HEIs; and it is highly likely that
the current number of financed students could grow significantly in the next few years. The purpose of this article is to
describe the outstanding characteristics of this system, explain its conceptual basis and analyze the public policy choices
available in its design.
相似文献
Salvador Zurita (Corresponding author)Email: |
3.
Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
Matti E. LindbergEmail: |
4.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels
of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The
results indicate that, although student demographic characteristics are associated with students’ pathways and achievements,
schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors
do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at
the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to
be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions
targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions;
while school-based interventions should identify the schools by their structure and function rather than by their demographic
characteristics.
相似文献
Boaz ShulrufEmail: Email: |
5.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
6.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
Bryan A. BrownEmail: |
7.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social
capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for
understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring
in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’
primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion
and the degree to which they should involve the creation of specific ethical norms.
相似文献
Brian L. HeuserEmail: |
8.
The Way to Wealth and the Way to Leisure: The Impact of College Education on Graduates’ Earnings and Hours of Work 总被引:1,自引:0,他引:1
Liang Zhang 《Research in higher education》2008,49(3):199-213
This study extends the analysis of the economic return of college education up to 10 years after college education and further
examines the impact of college education on graduates’ hours of work. The results suggest that variation in hours of work
explains a portion of earnings differentials among college graduates. Graduates from high-quality private institutions tend
to work longer hours than their peers from other types of institutions. Female graduates spend fewer hours working than their
male counterparts. As far as family background is concerned, graduates from high-income families tend to work longer hours
and first-generation college graduates tend to work fewer hours. Finally, business majors seem to work longer hours while
health and public affair majors less hours.
相似文献
Liang ZhangEmail: |
9.
Quality Matters: Assessing the Impact of Attending More Selective Institutions on College Completion Rates of Minorities 总被引:1,自引:0,他引:1
Tatiana Melguizo 《Research in higher education》2008,49(3):214-236
This paper examines the impact of attending different categories of selective institutions on students’ college completion.
Specifically, it explores differences in the impact that selectivity of an institution has by race and ethnicity. The analysis
accounts for the impact of individual and institutional characteristics and corrects for omitted variables with proxies for
student motivation. The results suggest that students who attend the most selective institutions and highly selective institutions,
as opposed to non-selective ones, are more likely to complete a bachelor’s degree. This result holds for African American
and Hispanic students. After correcting for the problem of sorting of students into specific types of institutions, the results
of the models suggest that the coefficient of selective institutions might have a small upward bias. The positive effect of
selective institutions on attainment suggests that they have the potential to increase the graduation rates of minorities
while narrowing the persistent college completion gap.
相似文献
Tatiana MelguizoEmail: |
10.
Russell K. Nieli 《Academic Questions》2007,20(4):311-331
In this carefully documented essay, Russell K. Nieli outlines the major transformation in American higher education that began
at the end of the nineteenth century. Today’s research- and vocation-driven private universities began as Christian institutions
founded by zealous evangelizers, while public colleges embraced a watered-down version of the earnest and forward-thinking
Protestant gentleman’s worldview, which saw no conflict between theological and secular knowledge. Science and religion remained
friendly until the advent of the industrial revolution brought the model of the German research university to the attention
of American academic reformers. Unity of knowledge was eventually supplanted by a secular, elective system. While the great
“multiversity” had arrived, critics mourned the loss of educational coherence and abandonment of the civilizing mission to
which moral and classical training were essential. In the 1920’s, the Great Books approach was reborn, despite the seemingly
unstoppable march of progress, science, and the subdiscipline. Vietnam-era upheavals led to the American academy’s transformation
into a politically correct mutlicultural smorgasboard seasoned to please the modern student palate. When today’s students
demand to be entertained and scholars continue to narrowly train, is there still room on the plate for the best that has been
said, thought, and written about the human experience?
Russell K. Nieli is a lecturer in the Department of Politics, Princeton University, Princeton, NJ 08544; russniel@princeton.edu. This essay was originally published by the John William Pope Center for Higher Education in Raleigh, North Carolina. 相似文献
Russell K. NieliEmail: |
Russell K. Nieli is a lecturer in the Department of Politics, Princeton University, Princeton, NJ 08544; russniel@princeton.edu. This essay was originally published by the John William Pope Center for Higher Education in Raleigh, North Carolina. 相似文献
11.
Rhona B. Caoli-Rodriguez 《Prospects》2008,38(3):393-399
The Philippines has experienced a setback in its progress towards EFA 2015 Goals. In particular, a decline in primary and
secondary education performance indicators and a widening gap between boys’ and girls’ performance were noted. While the present
policy environment in the country has been conducive to education reforms, a lack of political will, discontinuity in education
leadership and an inability to capitalize on proven educational innovations and major programmes/projects are likely to further
undermine EFA progress. The country must immediately introduce efficient and effective measures to arrest this trend. The
government must also return to social marketing among all stakeholders, emphasizing the long-term benefits of basic education.
相似文献
Rhona B. Caoli-RodriguezEmail: |
12.
This article focuses on the steering of higher education systems in the light of political science and public management approaches.
It first recalls that an important part of the existing literature on higher education is focused on public policies in terms
of reforms and decision-making, while the other part is dedicated to discovering and understanding the policy network or the
policy regimes producing these policies. Both perspectives tend to look at higher education as a specific field. By contrast,
the authors state that the transformations experienced in higher education are similar to those experienced by other key public
services, an can be understood as a redefinition of the role of the nation state in the public generally. They therefore suggest
to look at the steering patterns in higher education by investigating the underlying ‘narratives’ of public management reform
and their variation or combination from one European nation state to another. Three main narratives of public services reform
are discussed: the New Public Management (NPM), the Network governance and the Neo-Weberian narrative. For each narrative,
the authors try to predict some ‘signs and symptoms’ that should be observed in higher education. Drawing on this reflection,
the authors finally suggest further research perspectives which could be developed.
相似文献
Christine MusselinEmail: |
13.
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: |
14.
Frances O’Brien 《Higher Education》2009,58(1):29-39
Engagement between higher education and other societal sectors is a key theme in higher education discourse in South Africa,
as it is in other countries. In South Africa, however, engagement has gained additional status as an appropriate strategy
for pursuing African Scholarship. On the ground, however, inequitable power relationships and erratic participation have posed
serious challenges to the effectiveness and sustainability of engagement initiatives. From the experiences of seven South
African academics and the local community members and service-providers with whom they engaged in service-learning, three
factors emerged as mediating the power/participation dynamic of their engagement. The impact of these factors, namely, structure,
meaning, and place and time, are discussed, leading to the conclusions that scholarly engagement requires ideological and
practical support from higher education institutions and further study in South African contexts.
相似文献
Frances O’BrienEmail: |
15.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
Elisa L. ParkEmail: |
16.
Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills 总被引:1,自引:0,他引:1
Norah E. Dunbar Catherine F. Brooks Tara Kubicka-Miller 《Innovative Higher Education》2006,31(2):115-128
This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.
相似文献
Norah E. DunbarEmail: |
17.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
18.
Even though female students now make up more than half of all higher education students in many countries, the distribution
of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in
higher education. Our results show that students who made gender traditional choices more often had an early preference for
the study programme they enrolled in. Moreover, female students reported more often than male students that they had been
encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender
traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had
made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women
drop out of female-dominated programmes to a lesser extent.
相似文献
Jens-Christian SmebyEmail: |
19.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
20.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
Judy BritnellEmail: |