创新创业训练项目中的大学生素质发展影响机理研究

应用数学模型研究创新创业训练项目中对大学生素质发展的影响因素。研究发现指导教师素质对学生智力素质和精神素质发展有积极作用,资源支持与协同度对学生智力素质有积极作用,项目挑战性对学生智力素质有消极作用,团队互补性对学生精神素质发展有积极作用。同时,提出促进大学素质发展的策略建议。     

美国高等教育卓越评估的进展与启示

美国高等教育卓越评估是美国首次在国家层面对高等教育机构开展的评估。美国卓越评估对所有注册的高等教育机构开放,是一种基于内部问责的系统性评估,也是基于示范推广的一种元评估。美国的卓越评估为我国深化新时代高等教育评价改革提供了有益的借鉴和启示,包括重塑国家级教育评估机构的角色、探索开放型的教育评估模式、促进高校内部质量保障能力建设等。     

推进高等教育自学考试科学发展

在新的历史起点上,推进高等教育自学考试科学发展,发挥其在构建社会主义和谐社会中的重要作用,必须进一步解放思想、更新观念、创新体制,进一步增强高等教育自学考试在完善现代国民教育体系,建立终身教育体系和学习型社会中的作用。进一步解放思想,是推进高等教育自学考试科学发展的思想理论前提;推进制度创新,是推进自学考试科学发展的关键举措;提高核心竞争力,是推进自学考试科学发展的主要任务。     

欧拉高等教育区建设的动因、议程与成效——基于区域间主义的视角

1999年欧洲和拉美最高级别领导人会议欧拉领导人峰会提出了建立欧拉高等教育区的设想,自此该高等教育区不仅成为了全世界最大的高等教育联盟,同时也是区域间高等教育合作的典型代表。欧拉高等教育区确定了建设发展的价值目标、核心任务、以及合作议程。通过20年的建设,在社会包容性发展、创新驱动力、个人就业竞争力方面取得了一定成效,同时欧拉高等教育区也面临着制度建设、议程设置、利益分配等方面的问题。从世界整体发展趋势分析,欧拉高等教育区的建设已经成为一种重要的区域间合作模式以及发展趋势。     

提高高职院校课堂教学质量的思考与探讨

本文针对高职院校教师要面对学生学习积极性不高、学习能力较差等难题,就教师在提高课堂教学质量工作中的服务意识、师德、师生沟通、教师学识和课堂讲授等问题作了探讨。     

知识经济与高校体育观的变革

作为高等教育重要组成部分的高校体育必须主动变革,以培养适应和推动知识经济发展并保证自身可持续发展的高素质人才,并在知识经济发展的带动下,走出一条可持续发展的改革之路     

Intercultural communication and US higher education: How US students and faculty can improve: International students’ classroom experiences

Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations.     

When marketization encounters centralized governance: Private Higher education in Egypt

The growing presence of private higher education institutions, including international branch campuses (IBCs), can potentially lead to transformations in governance and evaluation modes in contexts of state-centric steering. This paper addresses these transformations in the context of Egypt. The paper shows a hybrid progression in the legal and discursive practices governing private institutions, and a shift towards more procedural autonomy specifically in relation to IBCs. The system, however, continues to rely on a centralized a priori evaluation mode and strict controls. This reflects the inherent tensions within systems of centralized governance and weak institutional autonomy to shift into a posteriori evaluation modes, despite the forces of marketization.     

Why do women value credentials? Perceptions of gender inequality and credentialism in South Korea

This mixed methods study investigates how perceptions of gender inequality can positively predict credentialist attitudes and beliefs for women based on a survey of 488 college students from six universities with an approximately equal proportion of men and women, and follow-up interviews with 18 of these respondents in 2018-19. 11 men and 7 women were interviewed. The findings suggest that women are more likely to value credentials in the face of discrimination at work because they believed credentials could help them overcome their gender disadvantage, catch up with men, and minimize their risk of failure, as education was perceived to provide equal opportunities for men and women.     

Administrative capacity assessment in higher education: The case of universities in Vietnam

Administrative staff are a crucial human capital input in tertiary education institutions. Given the substantial investment in recruitment and selection of administrative staff, efficient and effective use of these staff affects the organisational and financial performance of universities. Whereas much concern has been placed on the performance of academic staff, the ability of a university to obtain an optimal level of administrative staff has not been addressed. This paper investigates whether the usage capacity of administrative staff is maximised in Vietnamese universities. Vietnam has implemented several education reform policies with the aim to improve the standing of its universities in the world’s education market. The process is not only about obtaining and delivering good education quality, but also efficiently using human resources to reach optimal performance and sustainable development. Employing the stochastic frontier input requirement model with data on 112 Vietnamese universities, we examine the presence of excess administrative capacity in these universities, given the existing student outputs and other input resources. We find that, on average, the level of excess administrative capacity is 3.4%, implying an economic loss in universities. In addition, under the analysis of determinants of the variances of the inefficiency effects and the error terms in the input-requirement function, our findings reveal that excess administrative capacity varies according to location and ownership. Some policy implications are discussed to address excess capacity of administrative staff in the Vietnamese context and some key lessons learned for the rest of the world.