Importing organizational reform: The case of lay boards in Hungary

Hungary initiated a major higher education reform program inthe early 1990s that included the establishment of boards at boththe national and institutional levels. This article exploresHungarians' engagement of the idea of boards, adaptations of theAmerican model, adoption of their own model and earlyimplementation. Importing an organizational reform like boardsoccurs within existing cultural and political norms. Thetraditional socialist norms, surrounding nature of the socialisteconomy and the concept of a civil society in countries likeHungary loom large in introducing new structures and values.Structurally, boards at both the national and institutionallevels challenge not only the remnants of the Soviet model ofhigher education but also the classic continental model, uponwhich Hungarian universities were built, of a bimodaldistribution of power between the state and the professorate. Boards fall between the state and professorate and challengethese power centers. The decentralization that boards representruns counter to bureaucratic ministry control and threatens thenewly found power of institutional senates. In a larger,societal sense they also occupy that intermediate space betweenthe government and the individual or what many writers refer toas civil society that by most observers' accounts isunderdeveloped in countries like Hungary. Underdevelopment ofcivil society generally raises questions of societal readinessfor institutions like boards.Politically, the introduction of boards demonstrates thecomplex nature of support for and opposition to change as well asthe personalized politics in reform movements in smallercountries. The changes that have occurred in governments alsoreveal how difficult institutionalization of reform can beespecially when combined with strong cultural norms that mitigateagainst change. While it is too early to tell whether boardswill flourish or wither, they have encountered rocky soil at thenational level and neglect at the institutional level in Hungary.     

产学研合作教育的探索与实践

产学研合作教育是高等教育改革尤其是高等工程教育改革重要途径之一。文章介绍了学校在长期的办学过程中，不断研究，探索和实践，逐步形成了产学研合作教育的几种模式，并取得良好效果。     

智慧旅游背景下高职院校与企业合作方式的再探讨

智慧旅游时代的到来,标志着我国旅游产业的转型升级。产业的升级意味着对人才提出了更高要求,作为旅游人才培养基地的高职院校必须以此为导向,积极探索深化校企合作的新模式,以完成培养高职复合型人才的教育目标。     

Importing quality higher educational resources through Chinese-foreign cooperation in running schools

Importing quality higher education resources is the core mission of Chinese-foreign joint initiative in higher education as well as the key to improve the level of the cooperation initiatives. The paper reviews the history and current situation of the introduction of quality higher education resources through Sino-foreign cooperation in running schools. It scrutinizes the whole process of importing quality higher education resources and analyzes the main problems in the process about quality evaluation, resources import, joint management and quality assurance mechanism. On this basis, the paper attempts to analyze the development trend of the process and provides some suggestions.     

工业4.0背景下职业教育产教融合的分析与思考

工业4.0下的智能制造需要在产业转型升级中有与现代化的职业教育相匹配的产教融合模式。通过比较国内外职业教育产教融合模式、分析产教协同创新机制等,阐述引入市场机制,出台政策,校企共建实体基地、调整专业结构等措施,从而实现高职教育产教融合的跨越式发展。     

高职院校深化产教融合的研究与实践——以南京旅游职业学院为例

深化产教融合、推动校企合作是我国高职院校内涵建设、自身发展的必由之路。文章分析深化产教融合的重要性和必要性及高职院校在深化产教融合过程中遇到的困境,提出急需有效的理论支撑、缺乏政策支持和法律保障、产教融合的深度和广度不够这三个普遍现象。后以南京旅游职业学院深化产教融合为例,为高职院校产教融合提供借鉴。     

发展中日关系的消极因素与积极因素探析

中国和日本是东亚地区两个最重要的大国，具有两千多年友好往来的悠久历史。在经济全球化和区域经济一体化迅猛发展的今天，中日两国的经贸合作取得了空前的进展。但由于历史问题等消极因素的影响，中日关系时常出现波折。历史问题是阻碍中日关系发展的最大障碍，但中日关系的发展也有诸多有利因素：经济上的相互合作、文化上的频繁交流、安全上的相互借鉴，已成为双方共同的战略利益。中日两国应从大局出发，积极消除消极因素的影响，充分利用各种积极因素，推动中日关系在新世纪的全面发展。     

试论改革开放后中国与国际组织关系的变化

新中国与国际组织的关系是一个变化的过程，以改革开放为界，中国对国际组织的认识由浅入深，实践上由被动转为主动。这种变化是国际、国内诸多因素共同作用的结果。随着中国综合国力的稳步提高，国内制度、政策、观念的进一步完善和发展，未来中国与国际组织的合作将更加富有成效。     

教师教育U—S共生性合作的发生机制探究

教师教育中的大学与中小学（U—S）合作本质上是一种协商性交易,合作需要基于双方的共同利益才能实现共生。教师教育大学化、一体化以及随之而产生的教师教育范式转变,都要求大学谋求中小学的支持;同时,中小学组织更新、教师改变以及学生学习成就提升也需要大学支持;这种相互需求为大学与中小学合作提供必要性。此外,大学与中小学各自在教师教育上的优势则为双方合作提供可能。这种必要性和可能性共同构成了教师教育u—s共生性合作的发生机制。     

蓉泰高等教育合作交流现状与战略构想——以成都大学为例

高等教育国际化不仅可以提高一所高等教育机构的办学水准,同时也是为国家或地区培养具有国际视野和国际理解力、国际沟通力的人才的过程。近年来,成都和泰国在高等教育领域合作密切,取得了明显成效。研究成都市与泰国的高等教育国际化合作,对提高高等教育的国际化水平、培养国际化的复合型人才为突破口的区域性、全方位的蓉泰合作战略提供智力与人力支持。