A review of twenty-first century higher education

This article is predominantly concerned with the global challenges associated with managing an academic workforce in an era characterised by increased demand for higher education. In scrutinising global trends in higher education and academic workforce management, the article will address two research questions. First, what are the global trends that most affect education in the twenty-first century? Second, what are the transformations that have taken place in the academic workforce amid these trends? Last, the article calls for a need for researchers to profoundly explore the management of the academic workforce cross-nationally between developed and developing economies, with a particular focus on Australia, Malaysia and Singapore.     

高等教育准企业化

用准企业化的模式可实现高等教育产业社会效益与经济效益的最大化,准企业化经营妈可以满足市场经济、社会发展对高等教育发展的需求,又可以兼顾到高等教育的特殊性,是实现市场与高等教育结合的有效途径。     

Gender matters in higher education

Much of the research in higher education has treated student bodies as homogeneous groups with a consequent neglect of any consideration of gender differences. To test the validity of such research a questionnaire was administered to 255 psychology students. The results showed some important differences in responses between the genders. In particular, the female students reported attaching more importance than males to pre‐course aims, rated various learning activities as more valuable and interesting than males and reported more improvement in nine of the 12 skills surveyed than the males. The males rated experiencing less difficulty for various aspects of the course than anticipated than did the females for 11 of 12 potential difficulties listed. As a consequence, it is suggested that researchers ought to be wary of conducting research into various aspects of higher education without considering potential gender differences.     

Taking stock of sustainability in higher education: a review of the policy literature

Abstract

This paper provides a review of the current literature that examines the uptake of sustainability policies in higher education. Articles were retrieved from both ERIC and Scopus databases and then manually reviewed to ensure that they focused on each of: higher education; sustainability; and policy. A total of 91 articles were analysed using a multi-stage process that involved sorting data according to typologies (i.e. temporal, terminology, methodology, geography), coding the text of the articles based on topical content, and an indexing method used to label data for further analysis and the development of broader code categories. Results suggest that drivers and barriers associated with the integration of sustainability policy in higher education are well known; yet increased research is needed to understand best practices and processes by which sustainability can be furthered through higher education policy. In addition, findings demonstrate the need for future research to focus on various aspects of the policy process, including policy development and enactment, and on implications of policy for practice. While there have been some reviews of sustainability policy in higher education research to date, this review contributes to this literature by highlighting research primarily focused on sustainability policy within higher education.     

Stability,performance and innovation orientation of a higher education funding model in Kazakhstan

This article is situated in a growing body of literature, focusing on higher education reforms in countries which emerged, or re-emerged, 25 years ago as the Soviet Union dissolved. With the focus specifically on Kazakhstan, this paper examines how the leadership of universities in this country views a higher education funding model– the state grants. The paper applies the lenses of stability, performance and innovation orientation to the examination of the state grants-based higher education funding model in Kazakhstan. This paper finds that despite recognition of the limitations of the existing funding model, there is limited interest to push for changes. This can be explained by the complex higher education policy environment which is also discussed in this paper.     

A multi-level analysis of the teacher education internship in terms of its collaborative dimension in Northern Cyprus

Partnership is a two-way enterprise which becomes meaningful when the partners at different levels are fully engaged in mutual cooperation, aiming at promoting both trainees’ and educators’ professional growth. This case study, qualitative in nature, was conducted with administrators, educators, and trainees to examine the collaboration dimension of the multi-layer processes of the EDUC420-Internship regarding its organizational and communication aspects. The data, analyzed through categorization of codes, revealed striking limitations inhibiting the collaboration dimension of the internship and suggested its reconceptualization around a formalized give-and-take mechanism to cultivate reciprocal communication among the ministry, the university and the schools.     

关于我国残疾人高等教育师资培训的构想

本文客观的分析了当前我国高等教育迅速发展 ,而高等教育师资却远远不能满足需要的现象。针对需要与满足之间的矛盾 ,根据高等特殊教育教师资格与基本要求 ,尝试提出高等教育教师的培养目标、内容、途径、与注意事项 ,为规划我国高等特殊教育师资培训提供参考。     

Integrating ICT to higher education in China: From the perspective of Activity Theory

This paper is based on a study that explored the relationship between the implementation of ICT pedagogy and the factors that influenced seven teachers of English for Business Purposes in Chinese higher education concerning their adoption of ICT into their teaching. Activity Theory was used as an analytical tool to investigate the relationships and to identify contradictions in their teaching systems that could lead to teachers’ implementation of a student-centred ICT pedagogy. The study revealed that the main potential driving force for change lay in the conflict between the deep-rooted teacher-centred pedagogy in the educational system and the student-centred pedagogy that accompanied the introduction of ICT. If teachers, curriculum developers and policy makers understood this conflict, this would enable them to concentrate on such issues as how to change the teacher-centred pedagogy to support both teaching and learning for improved learning achievements. Activity theory proved a powerful tool to analyse and understand the contradictions in an activity system. Changes in ICT related policy are recommended.     

高等职业教育教学改革的若干思考

高职教学改革应以不断适应时代要求为目标 ,推动高职教育的发展     

从经济学角度诠释高等教育产业化

高等教育产业化运作是教育体制改革的重大举措，也是经济体制改革的必然延伸。本文从经济学的角度论述了高等教育产业化运作的必然性、急迫性及可行性。     

Internationalization of higher education in the crucible: Linking national identity and policy in the age of globalization

Nationalism’s rise represents a potential harbinger of doom for the internationalization of higher education (IoHE). Space exists for research to amplify our understanding of the interplay between internationalization and nationalism from a public policy theory perspective. The study identified and classified policies and policy ideas pertinent to IoHE, and furthermore, explored how political rivalries in Taiwan have influenced IoHE’s development under globalization. Analysis of documentary data from an online national database reveals how IoHE policy changes reflect the machinations of political actors to advance domestic political agendas and provoke controversy. The advocacy coalition framework informs our explanation of how the aforementioned changes reflect Taiwan’s inward-looking political climate, unique geopolitical circumstances, and longstanding controversy over national identity. The paper discusses the implications of context for IoHE development across three consecutive government regimes to provide insights for further comparisons with other localities and contexts.     

对高校公共体育教学改革的思考

分析高校公共体育教学的培养目标和存在的问题,提出了要以“终身体育”作为高校公共体育教学改革发展的方向以及进行高校公共体育教育改革的具体措施。     

我国近代高等教育学制与高等教育现代化

中国近代学制的建立与发展极大地推动了高等教育的现代化进程,并在此期间受到了许多西方包括日本等国影响,但学术界对其发展过程是依附还是借鉴分别持不同观点。通过分析中国近代高等教育学制的嬗变来反思中国高等教育的现代化进程,势必对高等教育未来的发展有所帮助。     

Early childcare enrollment and the pursuit of higher education: A Canadian longitudinal study

This study examined the associations between childcare attendance among 550 children from 24 to 36 months of age and their enrollment in higher education in young adulthood. We conducted a propensity score matching analysis to control the selection bias for childcare attendance and estimated the average treatment effect for the treated on the odds of enrollment in higher education. Children who attended informal childcare (i.e., with a relative or nanny) were more likely to pursue higher education in young adulthood relative to children in formal childcare (i.e., center-based or licensed home-based childcare). However, heterogeneity in our sample revealed that attending formal childcare increased the probability of enrollment in higher education for children from low-income and non-employed families. This study suggests that attending informal childcare in Canada in 1994–1995 benefited all children over 20 years later, whereas attending formal childcare appears to be protective for children from more disadvantaged families.     

Institutionalizing the intangible through research and engagement: Indigenous knowledge and higher education for sustainable development in Zambia

Universities have an integral role in the development of communities. This is underpinned by the notion that universities possess a social responsibility to be agents of change in relation to society’s socio-economic, political, and environmental issues. In Africa, the quest for sustainable development necessarily engages a consideration of the different forms of knowledge available. This is as a result of the rich and varied patterns of beliefs, behaviour, and values that permeate the continent and have persisted despite colonialism. In this paper, we assert that there is much to be gained from engaging Indigenous knowledge through scholarship and public responsibility. Through a qualitative case study design based on relational dialogues with academic researchers and university managers, we emphasize the attributes associated with constructing and acting upon Indigenous knowledge at one university in Zambia and the ways in which Indigenous knowledge can contribute to sustainable development through a community engagement remit. This work also seeks to centre African research and researchers in the discourse on higher education in Africa.     

高等教育成本的计量探讨

高校教育成本的测算因为交费上大学而成为全社会关注的问题,成本的计量也日益成为高校教育成本研究的难题,教育改革和发展实践对教育成本的数据信息和教育成本的核算也提出了更加迫切的要求。可以说,成本意识已成为现代成本管理中一个最为基本的立足点。现代成本意识意味着学校管理人员对成本管理和控制有足够的重视,因此将降低成本从战略布局的高度加以定位,确立具有长期发展观的“战略性成本意识”,这是一个立足于经济社会高等学校的根本。     

Fair access to higher education and discourses of development: a policy analysis from Indonesia

The purpose of this paper is to explore the relationship between fair access policies and discourses of development through a policy analysis of higher education reform in post-authoritarian Indonesia (1998–present). The method was document analysis of five laws/regulations, using the criteria of accessibility, availability, and horizontality to identify the extent of fair access for students from (1) lower socioeconomic backgrounds and (2) under-developed regions of the archipelago. The analysis demonstrates how neoliberal, human capital, inclusive development and Pancasila discourses have been called upon in the making and un-making of a higher education market, with ultimately favourable outcomes for the fair access agenda.     

高等教育大众化背景下,树立高职高专食品专业人才观

伴随1998年开始的高等教育扩招,我国高等教育招生规模迅速扩大。数量的剧增是否会带来质量的下降,成为学者和公众讨论的热点问题。随着人民对食品的要求越来越高,食品专业人才的需求剧增,一名优秀的食品专业人才必须具备多方面的素质和能力,为确保食品行业的健康发展,首先应该树立正确的高职高专食品专业人才观。