从高等教育基金委员会看英国高校治理模式的创新

20世纪90年代,英国高等教育的治理模式发生了变革,1919年建立起的大学拨款委员会模式已经终结,取而代之的是新的基金委员会模式。基金委员会模式体现了英国高等教育治理的新思路,以英格兰地区的高等教育基金委员会最有代表性。该地区的高等教育基金委员会不但要求大学在财政方面积极承担绩效责任,而且在科研以及教学方面也对大学施加外在影响。基金委员会主要通过财政备忘录对大学进行财政风险评估。作为政府的代理机构,基金委员会有鲜明的商业特征,主要通过一系列审查和绩效问责措施促进高校治理变革。然而,基金委员会自身存在一些不足,需要进一步完善。     

论人本主义视阈下高校贫困生的资助政策

高校贫困生作为大学校园内的一个特殊群体,受到社会各界的普遍关注。文章以人本主义理论为切入点,就高校贫困生现状、贫困生资助政策存在的缺陷等进行了分析,旨在促进高校贫困生资助政策的完善。     

我国开设股票价格指数期货的必要性与可行性分析

本在金融经济一体化及股指期货蓬勃发展的情况下，针对我国证券市场目前的的情况，就我国股指期货交易开办的必要性和可行性进行了分析，指出股指期货交易在我国目前情况下是必要和可行的。     

论高校内部财务控制中存在的问题及对策

随着高校资本运作规模不断扩大,高校经济活动呈现多样化和复杂化趋势。作为一种自我调节与自我约束的内在机制,内部控制在高校管理系统中有着举足轻重的作用,但是,由于内部控制制度存在着客观环境的局限性与内部控制制度自身的局限性等诸多因素的影响,在高校内部财务控制中还存在诸多问题。因此,相关制度的建立健全和有效实施,强化高校内部财务控制,进一步提高内控制度有效性,对高校未来全面快速发展具有十分重要的意义。     

积极财政政策的含义及成效分析

积极财政政策作为一种相机选择的短期政策 ,在我国已连续实施了 5年。短期政策中长期化在我国是一次新的尝试。从我国实施积极财政政策的背景出发 ,阐述积极财政政策的涵义 ,并系统分析和总结实施这一政策以来所取得的成效 ,充分肯定了积极财政政策对国民经济的拉动作用     

金融调制行为刍议

金融调制行为是经济调制行为在金融法层面的体现，在本质属性上是一种经济法律行为。笔者把金融调制行为定义为金融活动中调制主体所行使的金融调控和金融监管行为的总称。除了具备经济法律行为的一般特征外，笔者提炼的四个“统一”构成了金融调制行为自身特有的规定性。同时，笔者还对金融调制行为的构成要件及其合法性要件进行了初步的宏观建构。     

金融危机对高校财务的影响

金融危机自08年夏季开始,逐渐蔓延到我国,对我国实体经济产生了较大影响。具体到对高校而言,金融危机产生的影响将在将来一段时间内逐渐显现,本文将从高校财务收入体系及筹资融资管理两大方面对金融危机对高校财务的影响进行分析,并提出相应的解决方案。     

浅谈高校财政性资金核算流程的改革

随着政府推行国库管理制度和政府收支分类改革以来,作为高校教育经费主要以财政投入为主的财政性资金来说,其核算流程是否严谨、通畅是提高高校财政性资金使用效率的有力保障。正是基于这种思考,分五个部分,分析了高校财政性资金核算流程现状及存在的问题。如内控制度不够健全、预算控制力度不足、业务处理技术支持能力薄弱、可操作性不强、预决算不统一、财政性资金核拨时间过长、银行对账信息不对称等方面的问题,就这些问题粗略谈点高校财政性资金核算流程改革应关注的几个方面。     

The health and wellbeing of international students at an Australian university

A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant impact on students' wellbeing. This study has revealed that few international students find the experience of studying in an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to, and use of, available counselling and health services.

Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy.