排序方式: 共有17条查询结果,搜索用时 312 毫秒
11.
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: |
12.
Donald S. Elliott Pref. Stanford L. Levin John B. Meisel 《Research in higher education》1988,28(1):17-33
Frequently institutions of higher education commission formal studies to measure their short-term economic impact on the surrounding regions. The purpose of this paper is to identify and discuss several of the methodological considerations which arise in the design and use of economic impact studies, as well as to present new evidence regarding the effectiveness of alternative survey methods for collecting the personal expenditure data frequently used in such studies. The survey results suggest that mail surveys may yield more accurate responses regarding important personal financial information than more costly telephone interviews. This paper also offers some guidance in the design of economic impact studies and points out some of the increasing pressures to integrate studies of short-term economic impacts with analysis of higher education's impact on long-term regional economic development.An earlier version of this paper was presented at the meetings of the Western Economic Association, Vancouver, British Columbia, Canada, July 1987. 相似文献
13.
A. G. Watts Bors Tibor Borb��ly-Pecze 《International Journal for Educational and Vocational Guidance》2011,11(1):17-28
The development of a lifelong guidance system in Hungary Systematic work is currently being undertaken in Hungary to develop a lifelong guidance system, in line with principles outlined
by leading international organisations. The origins of career guidance in Hungary, and the nature of the current career guidance
system, are outlined. The main features of the current development programme, supported by the European Social Fund, are presented,
alongside the strategic work of the National Lifelong Guidance Council. Key issues relating to these developments are discussed. 相似文献
14.
Tibor Scitovsky 《Journal of Cultural Economics》1989,13(1):1-16
Note: I am indebted to Professors Moses Abramovitz and Melvin Reder for their valuable criticism of earlier drafts of this paper. 相似文献
15.
C. Julius Meisel 《Psychology in the schools》1989,26(1):37-47
Ninety-four first- and second-grade students participated in a study designed to determine whether a measure of interpersonal problem-solving skill would predict the social competence of children with no clinical history. The social competence measures used in the study included peer ratings (sociometric scores) and teacher ratings. The interpersonal problem-solving measure used yielded three separate scores obtained from ratings of open-ended responses to hypothetical peer problems. To enable control of other variables known to affect social competence, measures of IQ, academic achievement, and SES also were included. Results did not confirm a prior expectation that problem-solving scores would correlate well with competence measures. Correlations between the three problem-solving scores and both peer and teacher ratings all were in the range between .04 and .20. On the other hand, intelligence, achievement, and SES had moderate to high correlations with competence measures (range = .04–.77). In stepwise multiple regressions, only achievement and SES predicted peer and teacher ratings when other variables were controlled. 相似文献
16.
Milan Kubiatko Zuzana Haláková Soňa Nagyová Tibor Nagy 《Interactive Learning Environments》2013,21(5):537-550
The pervasive involvement of information and communication technologies and computers in our daily lives influences changes of attitude toward computers. We focused on finding these ecological effects in the differences in computer attitudes as a function of gender and age. A questionnaire with 34 Likert-type items was used in our research. The sample consisted of 659 students from 14 high schools, aged 15–19 years attending the first, the second, the third, and the fourth years of study. The results of the questionnaire were divided into the two dimensions of concrete computer enjoyment and computer anxiety. On the first dimension both younger students and girls have positive attitudes. On the second dimension both younger students and boys have more positive attitudes. Overall, girls have more positive attitudes than boys. This is interesting because in the existing literature there is evidence that boys have more positive attitudes toward computers than girls. Perhaps a change is taking place. 相似文献
17.